Samenvatting
P2D project (Progression and Pedagogy of Design [P2D]: Contextualizing Design based Pedagogy in Teacher Education Programs) is a 30-month project granted by the European Commission’s Erasmus+ program (Award# 2020-1- TR01-KA203-094180). This project is built on a new framework called Design- based Pedagogical Content Knowledge (DPCK). DPCK was a four-year journey to search for ways of supporting design-based pedagogy in teacher education (Delen et al., 2020). The idea of DPCK was to build a coherent framework that could be implemented in other universities and classrooms.
The booklet will offer you a detailed baseline for the need to switch our discussion to teacher education. All chapters in this booklet will examine the need to emphasize design-based pedagogy in teacher education. To accomplish this, we will begin Chapter 1 with a general description of pedagogy in the design education literature and how the DPCK concept is related to the existing body of literature. The following chapters in the book are closely linked with the DPCK framework (see Figure 1). The main emphasis of DPCK is putting the design challenges and products upfront. Connected with this goal, Chapter 2 and Chapter 3 will discuss how European studies focused on design challenges and design products.
The second emphasis of DPCK is to integrate and connect the three dimensions of scientific knowledge (disciplinary core ideas, crosscutting concepts and scientific/engineering practices). Chapter 4 will bring a new perspective to this process by integrating critical thinking into scientific practices and the design process. Chapter 4 also introduces our activity framework and this chapter also includes activities designed for integrating critical thinking with different core ideas. Chapter 2 and Chapter 3 will present examples of design challenges and products that support critical thinking. Then, Chapter 5 will discuss how we can create/adapt integrated assessment strategies/tools when implementing design pedagogy in teacher education programmes.
The booklet will offer you a detailed baseline for the need to switch our discussion to teacher education. All chapters in this booklet will examine the need to emphasize design-based pedagogy in teacher education. To accomplish this, we will begin Chapter 1 with a general description of pedagogy in the design education literature and how the DPCK concept is related to the existing body of literature. The following chapters in the book are closely linked with the DPCK framework (see Figure 1). The main emphasis of DPCK is putting the design challenges and products upfront. Connected with this goal, Chapter 2 and Chapter 3 will discuss how European studies focused on design challenges and design products.
The second emphasis of DPCK is to integrate and connect the three dimensions of scientific knowledge (disciplinary core ideas, crosscutting concepts and scientific/engineering practices). Chapter 4 will bring a new perspective to this process by integrating critical thinking into scientific practices and the design process. Chapter 4 also introduces our activity framework and this chapter also includes activities designed for integrating critical thinking with different core ideas. Chapter 2 and Chapter 3 will present examples of design challenges and products that support critical thinking. Then, Chapter 5 will discuss how we can create/adapt integrated assessment strategies/tools when implementing design pedagogy in teacher education programmes.
| Originele taal-2 | Engels |
|---|---|
| Titel | Design Based pedagogy Book: Design Based Pedagogical Content Knowledge Across European Teacher Education Programs |
| Redacteuren | Ibrahim Delen |
| Uitgeverij | Ani Yayincilik |
| Hoofdstuk | 3 |
| Pagina's | 53-88 |
| ISBN van elektronische versie | 978-605-170-660-3 |
| ISBN van geprinte versie | 978-605-170-659-7 |
| Status | Gepubliceerd - 13 okt. 2021 |