TY - JOUR
T1 - Concept learning by direct current design challenges in secondary education
AU - van Breukelen, Dave H J
AU - de Vries, Marc J.
AU - Schure, Frank A.
PY - 2016
Y1 - 2016
N2 - This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
AB - This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
KW - Concept learning
KW - Electric circuits
KW - Learning by Design
KW - Physics
KW - Technology
UR - http://resolver.tudelft.nl/uuid:4d7e4756-1e65-4f59-a466-18dede189b11
UR - http://www.scopus.com/inward/record.url?scp=84962175854&partnerID=8YFLogxK
U2 - 10.1007/s10798-016-9357-0
DO - 10.1007/s10798-016-9357-0
M3 - Article
AN - SCOPUS:84962175854
SN - 0957-7572
JO - International Journal of Technology and Design Education
JF - International Journal of Technology and Design Education
ER -