A comparative study of teachers’ perceptions of design-based learning

S.M. Gómez Puente; N. Hattum-Janssen, van; L.C. Campos, de

A comparative study of teachers’ perceptions of design-based learning

S.M. Gómez Puente, N. Hattum-Janssen, van, L.C. Campos, de

Eindhoven School of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Professional

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Abstract

Design-based learning (DBL) is an instructional approach in which students gather and process theoretical knowledge while working in the design of artifacts, systems and innovative solutions in project settings. In the context of secondary education, DBL has been used as an educational form to teach sciences. However, there is little investigated empirically about the characteristics of design-based learning in higher education, and more specifically, in engineering study programs. The aim of this study is to examine whether the characteristics of design-based learning theorized along five dimensions, e.g. projects’ characteristics, social context, teachers’ role, assessment, and design elements are present in engineering education programs in international universities. For our comparative study we have selected different engineering study programs in three technical universities in The Netherlands, Portugal and in Brazil. We have conducted a quantitative survey to gather the teachers’ perceptions on the DBL five dimensions. Results show that the DBL dimensions are identified at the engineering programs of the three technical international universities. Conclusions of this comparative study of design-based learning practices in higher engineering education are representative and may be of interest for other technical universities. Keywords: design-based learning, engineering education, authentic projects

Original language	English
Title of host publication	International Symposium on Project Approaches in Engineering Education (PAEE'2012) : organizing and managing project based learning : Pontificia Universidade Católica de Sao Paulo, Brazil, 26-27 July 2012
Editors	N. Hattum-Janssen, van, R.M. Lima, D. Carvalho, L.C. Campos, de
Place of Publication	Minho, Brazil
Publisher	Research Centre in Education
Pages	155-163
ISBN (Print)	978-85-283-0429-9
Publication status	Published - 2012
Event	conference; PAEE'2012; 2012-07-26; 2012-07-27 - Duration: 26 Jul 2012 → 27 Jul 2012

Conference

Conference	conference; PAEE'2012; 2012-07-26; 2012-07-27
Period	26/07/12 → 27/07/12
Other	PAEE'2012

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Gómez Puente, S. M., Hattum-Janssen, van, N., & Campos, de, L. C. (2012). A comparative study of teachers’ perceptions of design-based learning. In N. Hattum-Janssen, van, R. M. Lima, D. Carvalho, & L. C. Campos, de (Eds.), International Symposium on Project Approaches in Engineering Education (PAEE'2012) : organizing and managing project based learning : Pontificia Universidade Católica de Sao Paulo, Brazil, 26-27 July 2012 (pp. 155-163). Research Centre in Education.

Gómez Puente, S.M. ; Hattum-Janssen, van, N. ; Campos, de, L.C. / A comparative study of teachers’ perceptions of design-based learning. International Symposium on Project Approaches in Engineering Education (PAEE'2012) : organizing and managing project based learning : Pontificia Universidade Católica de Sao Paulo, Brazil, 26-27 July 2012. editor / N. Hattum-Janssen, van ; R.M. Lima ; D. Carvalho ; L.C. Campos, de. Minho, Brazil : Research Centre in Education, 2012. pp. 155-163

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abstract = "Design-based learning (DBL) is an instructional approach in which students gather and process theoretical knowledge while working in the design of artifacts, systems and innovative solutions in project settings. In the context of secondary education, DBL has been used as an educational form to teach sciences. However, there is little investigated empirically about the characteristics of design-based learning in higher education, and more specifically, in engineering study programs. The aim of this study is to examine whether the characteristics of design-based learning theorized along five dimensions, e.g. projects{\textquoteright} characteristics, social context, teachers{\textquoteright} role, assessment, and design elements are present in engineering education programs in international universities. For our comparative study we have selected different engineering study programs in three technical universities in The Netherlands, Portugal and in Brazil. We have conducted a quantitative survey to gather the teachers{\textquoteright} perceptions on the DBL five dimensions. Results show that the DBL dimensions are identified at the engineering programs of the three technical international universities. Conclusions of this comparative study of design-based learning practices in higher engineering education are representative and may be of interest for other technical universities. Keywords: design-based learning, engineering education, authentic projects",

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Gómez Puente, SM, Hattum-Janssen, van, N & Campos, de, LC 2012, A comparative study of teachers’ perceptions of design-based learning. in N Hattum-Janssen, van, RM Lima, D Carvalho & LC Campos, de (eds), International Symposium on Project Approaches in Engineering Education (PAEE'2012) : organizing and managing project based learning : Pontificia Universidade Católica de Sao Paulo, Brazil, 26-27 July 2012. Research Centre in Education, Minho, Brazil, pp. 155-163, conference; PAEE'2012; 2012-07-26; 2012-07-27, 26/07/12.

A comparative study of teachers’ perceptions of design-based learning. / Gómez Puente, S.M.; Hattum-Janssen, van, N.; Campos, de, L.C.

International Symposium on Project Approaches in Engineering Education (PAEE'2012) : organizing and managing project based learning : Pontificia Universidade Católica de Sao Paulo, Brazil, 26-27 July 2012. ed. / N. Hattum-Janssen, van; R.M. Lima; D. Carvalho; L.C. Campos, de. Minho, Brazil : Research Centre in Education, 2012. p. 155-163.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Professional

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T1 - A comparative study of teachers’ perceptions of design-based learning

AU - Gómez Puente, S.M.

AU - Hattum-Janssen, van, N.

AU - Campos, de, L.C.

PY - 2012

Y1 - 2012

N2 - Design-based learning (DBL) is an instructional approach in which students gather and process theoretical knowledge while working in the design of artifacts, systems and innovative solutions in project settings. In the context of secondary education, DBL has been used as an educational form to teach sciences. However, there is little investigated empirically about the characteristics of design-based learning in higher education, and more specifically, in engineering study programs. The aim of this study is to examine whether the characteristics of design-based learning theorized along five dimensions, e.g. projects’ characteristics, social context, teachers’ role, assessment, and design elements are present in engineering education programs in international universities. For our comparative study we have selected different engineering study programs in three technical universities in The Netherlands, Portugal and in Brazil. We have conducted a quantitative survey to gather the teachers’ perceptions on the DBL five dimensions. Results show that the DBL dimensions are identified at the engineering programs of the three technical international universities. Conclusions of this comparative study of design-based learning practices in higher engineering education are representative and may be of interest for other technical universities. Keywords: design-based learning, engineering education, authentic projects

AB - Design-based learning (DBL) is an instructional approach in which students gather and process theoretical knowledge while working in the design of artifacts, systems and innovative solutions in project settings. In the context of secondary education, DBL has been used as an educational form to teach sciences. However, there is little investigated empirically about the characteristics of design-based learning in higher education, and more specifically, in engineering study programs. The aim of this study is to examine whether the characteristics of design-based learning theorized along five dimensions, e.g. projects’ characteristics, social context, teachers’ role, assessment, and design elements are present in engineering education programs in international universities. For our comparative study we have selected different engineering study programs in three technical universities in The Netherlands, Portugal and in Brazil. We have conducted a quantitative survey to gather the teachers’ perceptions on the DBL five dimensions. Results show that the DBL dimensions are identified at the engineering programs of the three technical international universities. Conclusions of this comparative study of design-based learning practices in higher engineering education are representative and may be of interest for other technical universities. Keywords: design-based learning, engineering education, authentic projects

M3 - Conference contribution

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EP - 163

BT - International Symposium on Project Approaches in Engineering Education (PAEE'2012) : organizing and managing project based learning : Pontificia Universidade Católica de Sao Paulo, Brazil, 26-27 July 2012

A2 - Hattum-Janssen, van, N.

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A2 - Carvalho, D.

A2 - Campos, de, L.C.

PB - Research Centre in Education

CY - Minho, Brazil

T2 - conference; PAEE'2012; 2012-07-26; 2012-07-27

Y2 - 26 July 2012 through 27 July 2012

ER -

Gómez Puente SM, Hattum-Janssen, van N, Campos, de LC. A comparative study of teachers’ perceptions of design-based learning. In Hattum-Janssen, van N, Lima RM, Carvalho D, Campos, de LC, editors, International Symposium on Project Approaches in Engineering Education (PAEE'2012) : organizing and managing project based learning : Pontificia Universidade Católica de Sao Paulo, Brazil, 26-27 July 2012. Minho, Brazil: Research Centre in Education. 2012. p. 155-163

A comparative study of teachers’ perceptions of design-based learning

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