| Autor: |
Gómez Puente, Sonia M., van Eijck, Michiel, Jochems, Wim |
| Rok vydání: |
2022 |
| Předmět: |
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| DOI: |
10.5281/zenodo.5823000 |
| Popis: |
Design-based learning (DBL) projects are open-ended. Team students work in hands-on and authentic tasks. The coaching role of the teacher providing formative individual feedback to the student teams becomes relevant to enhance the learning process. The effectiveness of these characteristics have not been fully explored in the context of engineering education and it is yet unknown which activities support students’ preparation for such a practice in engineering educational. Our literature review consisted of an analysis of 50 empirical articles focusing on design tasks. Next, we have conducted a survey at engineering departments which implement design-based learning. The aim was to study what the teachers’ and students’ perceptions are about design characteristics. Results show differences in the perceptions of the teachers and students regarding the role of the teacher. It indicates that the role of the teacher and the practices around design-based learning projects are more traditional in some departments than in others. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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