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      Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering

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          Abstract

          Recently, design thinking has become recognized as a necessity for every student, especially when they engage in design-based learning, as a pedagogical approach to science, technology, engineering, and mathematics education. However, design-based learning is mostly based on forward engineering, in which students’ design thinking can be nurtured by designing unknown solutions. Little is known about whether design thinking can be facilitated in the context of reverse engineering, when students learn from already designed products. This study therefore seeks to explore the perceptions of 38 ninth-grade students on the characteristics of design thinking before and after a four-week reverse engineering project, using Likert scales to measure six aspects of design thinking, namely (a) being comfortable with uncertainty and risks, (b) human-centeredness, (c) mindfulness to the process and impacts on others, (d) collaboratively working with diversity, (e) orientation to learning by making and testing, and (f) being confident and optimistic to use creativity. The data were analyzed using descriptive and inferential statistics, including means, standard deviations, paired-samples t-tests, and Wilcoxon signed-rank tests. The results indicate that two aspects, human-centeredness and being confident and optimistic to use creativity, were significant ( p = 0.008 and p = 0.043, respectively), with size effects of 0.43 and 0.34, respectively. Based on this potential, reverse engineering can be a design-based learning approach to facilitate students’ design thinking. It is recommended that instructional activities involving reverse engineering maintain some degree of ambiguity and risk to prevent design fixation among students.

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          Most cited references49

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          Design-Based Research: An Emerging Paradigm for Educational Inquiry

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            Engineering Design Thinking, Teaching, and Learning

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              Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice

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                Author and article information

                Contributors
                ladachart@gmail.com
                Journal
                Int J Technol Des Educ
                Int J Technol Des Educ
                International Journal of Technology and Design Education
                Springer Netherlands (Dordrecht )
                0957-7572
                1573-1804
                2 September 2021
                : 1-21
                Affiliations
                [1 ]GRID grid.412996.1, ISNI 0000 0004 0625 2209, Department of Curriculum and Instruction, School of Education, , University of Phayao, ; Phayao, Thailand
                [2 ]Department of Science and Technology Learning, Phayaophithayakhom School, Phayao, Thailand
                [3 ]GRID grid.412996.1, ISNI 0000 0004 0625 2209, Department of Educational Technology, School of Education, , University of Phayao, ; Phayao, Thailand
                Author information
                http://orcid.org/0000-0001-5048-8276
                http://orcid.org/0000-0002-1229-9375
                Article
                9701
                10.1007/s10798-021-09701-6
                8412879
                3f9084c0-e31e-4fc7-a71c-869e28876b7c
                © The Author(s), under exclusive licence to Springer Nature B.V. 2021

                This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.

                History
                : 27 August 2021
                Funding
                Funded by: Thailand Science Research and Innovation
                Award ID: RSA6180010
                Award Recipient :
                Categories
                Article

                design-based learning,design thinking,reverse engineering,stem education

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