Transforming Design Education by Design

2005 ◽  
Author(s):  
Eli Kolberg ◽  
Yoram Reich ◽  
Ilya Levin
Keyword(s):  
High School Students ◽  
Design Education ◽  
Design Methodology ◽  
Design Research ◽  
Course Design ◽  
Holistic Approach ◽  
Design Methods ◽  
Project Based Learning ◽  
Careful Study ◽  
School Students

Design is a contextualized activity influenced by many factors. In order to understand or teach it, a holistic approach that involves students in actual design activities is required. Often, such educational setup is called problem or project-based learning (PBL). There are many views about implementing PBL. Our approach to design education is different than others in the way we treat design courses as products with constraints and objectives. Following our experience in previous design courses, we set to create the best design course possible in our particular context by carefully designing it using design tools developed in design research. We elaborated the course objectives; observed and analyzed failures of design projects in previous courses; and proposed new design methods that could remedy those failures. The collection of potential design methods was evaluated and six methods were selected as the backbone of the design curriculum. The curriculum we designed was implemented in a mechatronic course for high school students. Careful study with several groups including control demonstrated that our design improves the existing course. We describe the course design; provide some details about the design methods that comprise the design curriculum and some examples of using these methods in the course to ground the discussion. A reader unfamiliar with mechatronic could skip these descriptions. The contribution of this paper is twofold. First, we show that there is no single general design methodology. For different products and contexts, different design methodologies should be designed. If we use design methods developed in design research, the methodologies could prove successful. Second, and more specifically, we present a new, possible, and successful design methodology for mechatronics. We are not aware of such comprehensive approach in the literature.

scholarly journals Students’ Achievements and Motivation in Learning a STEM-Oriented Program

2020 ◽  
Author(s):  
Anggi Cecilia Safaningrum
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Course Design ◽  
Junior High ◽  
Project Based Learning ◽  
Junior High School Students ◽  
School Students ◽  
Science Technology ◽  
Computer Technologies

In this article, we present the case of developing an interdisciplinary curriculum for learning science and technology, its implementation in junior high schools and evaluation of students’ achievements and attitude. The 30-hour course (15 two-hour sessions) includes subjects such as sound and waves, conversion of sound to electrical signal, amplification, sampling, and analog to digital conversion. Beyond teachers’ short presentations, the students are engaged in problem solving and project-based learning, with strong emphasis on using information and computer technologies (ICT) tools such as simulation and sound editing software. One could see that the course design was guided by the following principles: contextual learning, integrated learning of science, technology and computer sciences; extensive use of information and computer technologies (ICT); and combining teacher’s instruction with project based learning. The research aimed at exploring students’ achievements and motivation to learn science, technology and computers. The participants in the pilot study were 40 junior high-school students in 7th grade (age 13). In the near future, the course will be updated and run once again among junior high school students and student teachers in a regional college. Data collection tools include: achievement tests, attitude questionnaires, interviews with teachers and students, and analysis of the students’ assignments and projects. The findings indicate that the students manage to handle the subject fairly well and have good achievements in the final exam. The learners also succeeded in developing final pro- jects in sound and communication systems, “The human ear” and “Bluetooth”, and presented their projects to the parents.

Model Pembelajaran Project Based Learning Dalam Meningkatkan Keterampilan Berpikir Kreatif dan Komunikasi Matematis Siswa

2020 ◽  
Vol 3 (2) ◽  
pp. 201-214
Author(s):  
Joko Krismanto Harianja
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
Project Based Learning ◽  
School Students ◽  
Mathematical Communication ◽  
Board Games ◽  
Using Data

Abstrak: Tujuan penelitian ini adalah untuk meningkatkan keterampilan berpikir kreatif dan komunikasi matematis siswa SMP kelas VII dengan menerapkan model pembelajaran Project Based Learning (PjBL) serta untuk mengetahui apakah keterampilan berpikir kreatif siswa memiliki hubungan positif terhadap komunikasi matematis siswa. Penelitian ini dilakukan di SMP XYZ kota Bogor. Adapun kegiatan pada proses pembelajaran ini adalah merancang mathematics board games. Mix method merupakan jenis metode penelitian yang dilakukan dengan teknik pengambilan data dengan wawancara terhadap 5 orang responden, kuesioner dan observasi. Analisa kualitatif dilakukan secara triangulasi. Sedangkan untuk analisa kualitatif dengan menggunakan data yang diperoleh dari instrumen rubrik indikator keterampilan berpikir kreatif dan komunikasi matematis. Hasil penelitian menunjukkan bahwa implementasi PjBL dapat meningkatkan keterampilan berpikir kreatif dan komunikasi matematis siswa. Secara kuantitatif dengan menggunakan uji statistik korelasi Pearson, diketahui keterampilan berpikir kreatif memiliki hubungan positif dengan keterampilan berpikir kreatif. Abstract: The purpose of this study is to improve the creative thinking skills and mathematical communication of VII grade junior high school students by applying the Project Based Learning (PjBL) learning model and to find out whether students 'creative thinking skills have a positive correlation with students' mathematical communication skill. This research was conducted at SMP XYZ in Bogor. The activities in this learning process are designing mathematics board games. Mix method as the research methodology that is used with data collection techniques by interviewing 5 respondents, questionnaires and observations. Qualitative analysis is done by triangulation. Whereas for quanitative analysis using data obtained from the rubric instrument of creative thinking skills and mathematical communication indicators. The implementation of PjBL could improve students' creative thinking skills and mathematical communication. Quantitatively using the Pearson correlation statistical test, it is known that creative thinking skills have a positive relationship with creative thinking skills.

Giving voice to the voiceless: connecting graduate students with high school students by incubating DRR plans through participatory mapping

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Miguel Angel Trejo-Rangel ◽  
Adriano Mota Ferreira ◽  
Victor Marchezini ◽  
Daniel Andres Rodriguez ◽  
Melissa da Silva Oliveira ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Graduate Students ◽  
Design Methodology ◽  
Civil Defense ◽  
Participatory Mapping ◽  
School Students ◽  
Content Type ◽  
Governmental Organization ◽  
The City

PurposeThe purpose of this study is to encourage graduate students to facilitate a participatory mapping activity with high school students, to have their voices heard in the disaster risk reduction (DRR) agenda.Design/methodology/approachA participatory mapping, youth-led session, was conducted with 22 high school students, where they had to identify flood and landslide-prone areas. Then, they were asked to propose and plan DRR measures in collaboration with local partners in São Luiz do Paraitinga, Brazil.FindingsThe participatory method engaged the graduate students and the high school students in the DRR debate, allowing them to map hazards and vulnerabilities, and to discuss five incubation projects for enhancing DRR in the city.Originality/valueThis research highlights the importance of involving young people in DRR formulation and planning to build local capacities in younger generations. The outputs were shared with the local civil defense and a local non-governmental organization (NGO), who suggested recommendations to improve the five incubation projects.

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

scholarly journals Pengembangan Model Blended Web Mobile Learning dengan Aplikasi MoLearn untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa SMA

2021 ◽  
Vol 2 (2) ◽  
pp. 63-72
Author(s):  
Bambang Hariadi ◽  
M. J. Dewiyani Sunarto ◽  
Tri Sagirani ◽  
Tan Amelia ◽  
Julianto Lemantara ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Learning ◽  
Design Research ◽  
System Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Students ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa SMA berbasis Higher Order Thinking Skill (HOTS) melalui pembudayaan belajar dengan pendekatan blended learning dengan menerapkan model Blended Web Mobile Learning (BWML) dan aplikasi MoLearn. Penelitian ini merupakan penelitian pengembangan yang mengacu pada Generic Design Research Model (GDRM) dari Plomp dan Nieveen. Untuk pengembangan aplikasi MoLearn metode System Development Life Cycle (SDLC) model waterfall digunakan dalam penelitian ini. Penelitian ini meibatkan 205 siswa sebagai subjek penelitiaan. Data penelitian dikumpulkan menggunakan instrument lembar validasi model, angket resposn siswa, dan tes HOTs siswa. Penelitian dianalisis secara deskriptif menggunakan persamaan reliabilitas dan n-gain. Hasil penelitian menunjukkan bahwa (1) model BWML dengan aplikasi MoLearn dinyatakan valid dan reliable berdasarkan tinjauan content dan isi, selain itu, berdasarkan hasil respon 205 siswa terhadap pembelajaran model BWML dengan aplikasi MoLearn, 83% siswa dinyatakan antusias mengikuti pembelajaran; dan (2) peningkatan HOTs siswa dinyatakan meningkat (rerata n-gain= 0,46) dengan kategori sedang. Hasil penelitian ini menyimpulkan bahwa model Blended Web Mobile Learning (BWML) dengan aplikasi MoLearn valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir tingkat tinggi siswa SMA. The Development of the Blended Web Mobile Learning Model with the MoLearn Application to Improve High School Students’ Higher Order Thinking Skills Abstract This study aims to improve the learning outcomes of high school students based on Higher Order Thinking Skills (HOTS) through the culture of learning with a blended learning approach by applying the Blended Web Mobile Learning (BWML) model and the MoLearn application. This research is a development research that refers to the Generic Design Research Model (GDRM) from Plomp and Nieveen. For the development of the MoLearn application, the Waterfall Model System Development Life Cycle (SDLC) method was used in this study. This study involved 205 students as research subjects. The research data were collected using a model validation sheet instrument, student response questionnaires, and student HOTs tests. The research was analyzed descriptively using the reliability equation and n-gain. The results showed that (1) the BWML model with the MoLearn application was declared valid and reliable based on the content and content review, in addition, based on the results of the responses of 205 students to the BWML model learning with the MoLearn application, 83% of the students were stated to be enthusiastic about participating in the learning; and (2) the increase in students' HOTs was stated to be increasing (mean n-gain = 0.46) in the medium category. The results of this study conclude that the Blended Web Mobile Learning (BWML) model with the MoLearn application is valid, practical, and effective for improving high school students’ higher order thinking skills.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Praktikalitas E-modul Redoks dan Sel Elektrokimia Berbasis GDL untuk Kelas XII SMA

EduKimia ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 109-114
Author(s):  
Amanda Mareza ◽  
Yerimadesi Yerimadesi
Keyword(s):  
High School Students ◽  
Design Research ◽  
Development Model ◽  
Electrochemical Cells ◽  
Teaching Materials ◽  
School Students ◽  
Educational Design ◽  
High Category ◽  
Educational Design Research ◽  
Very High

Teaching materials are said to be practical if the practitioners or the experts state that the developed teaching materials can be applied in the research. The purpose of this research is to reveal the practicality of redox e-modules and GDL-based electrochemical cells for XII grade of high school students. This research is a continuation of educational design research with the Plomp development model at the prototyping stage, this research was conducted at SMAN 1 Lintau Buo Utara. The data were analyzed with the Aiken V formula. The results of one-to-one evaluation showed that the e-module uses clear fonts, covers and attractive designs, the language used is easy to understand, the presentation of coherent material, videos and animations can help students to understand the material. The results of the analysis on the average Aiken V formula obtained a V value of 0.88 at the small group stage and 0.86 at the high category field test stage. This data is evidenced by the ability of students to answer questions on the e-module by 90.5 percent with a very high category. Based on the data analysis, it is concluded that the e-module redox and electrochemical cells based on GDL are practically used in the learning process with a high practicality category.

scholarly journals Desain Bahan Ajar Berbasis Kemampuan Koneksi Matematis Siswa SMP Pada Kelas VII

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Dani Syahrul Fajar ◽  
Ika Wahyuni ◽  
Dina Pratiwi Dwi Santi
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Design Research ◽  
Situation Analysis ◽  
Teaching Materials ◽  
School Students ◽  
Algebraic Form ◽  
Student Questionnaire ◽  
Three Stages ◽  
Mathematical Connection

The background of this research is the learning obstacle on the material of the VII grade MTs algebraic operating material. This study aims to describe how the design of didactic teaching materials based on the mathematical connection ability of junior high school students in class VII. Subjects in this study were students of MTs PUI Majalengka, 28 students of class VII A to identify learning obstacles and 10 students of class VII A were used as samples for the implementation of teaching materials. The research carried out was a didactic design research consisting of three stages, namely: (1) didactic situation analysis prior to learning in the form of a Didactic Design Hypothesis including ADP, (2) methadactic analysis, and (3) retrosfective analysis. How to collect data by tests, validation of teaching materials, and student questionnaire responses. The results showed that there were three types of obstacle learning. The validation results obtained can be concluded that teaching materials based on students' mathematical connection abilities can be used in learning algebraic form operations. The implementation of this didactic design is in accordance with predictions so that the design of this teaching material can be used as an alternative design of learning algebraic operations learning.

Queering critical literacies: disidentifications and queer futurity in an afterschool storytelling and roleplaying game

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Scott Storm ◽  
Karis Jones
Keyword(s):  
High School Students ◽  
Queer Theory ◽  
Design Methodology ◽  
Participatory Action ◽  
School Students ◽  
Content Type ◽  
Societal Norms ◽  
Critical Literacies ◽  
One Year ◽  
Theory Framework

Purpose This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity. Design/methodology/approach This study is a discourse analysis of approximately 85 hours of audio collected over one year. Findings Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future. Originality/value This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools.

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

2014 ◽  
Vol 12 (1) ◽  
pp. 52-73 ◽  
Author(s):  
Shi-Jer Lou ◽  
Huei-Yin Tsai ◽  
Kuo-Hung Tseng ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Knowledge Integration ◽  
Project Based Learning ◽  
Learning Activities ◽  
Focus Group Interviews ◽  
School Students ◽  
Future Studies ◽  
Female High School ◽  
Group Interviews

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

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