TY - CHAP
T1 - REQUIREMENTS FOR TEACHING MATERIALS FOR HIGH SCHOOL STUDENTS WHO ARE UNFAMILIAR WITH THE DESIGN PROCESS
AU - Shimomura, Moe
AU - Loh, Wei Leong
AU - Zhang, Yanfang
AU - Takano, Noriko
N1 - Publisher Copyright:
© 2023 Proceedings of the 25th International Conference on Engineering and Product Design Education: Responsible Innovation for Global Co-Habitation, E and PDE 2023. All rights reserved.
PY - 2023
Y1 - 2023
N2 - This study evaluated the worksheets used in the Sustainable Development Goals (SDGs) Challenge Project from the students’ perspective and identified requirements for teaching materials to help students who are unfamiliar with design-based learning learn about the SDGs. We analysed students’ and teachers’ feedback in worksheet surveys. The findings revealed that the ideation process was the most difficult aspect for high school students. The reported reasons were categorised as originality, idea diversification, idea convergence, consistency with problems, feasibility, specificity, iterability, complexity, and procedure. Teachers mentioned that students did not sufficiently focus on problem identification, causing subsequent difficulties in the ideation process. Teaching material should meet the following requirements: (1) demonstrating methods for diversification and convergence of ideas to specify scaffolding, (2) clear goal setting in the problem identification process, and (3) iterability to allow for change according to the design process.
AB - This study evaluated the worksheets used in the Sustainable Development Goals (SDGs) Challenge Project from the students’ perspective and identified requirements for teaching materials to help students who are unfamiliar with design-based learning learn about the SDGs. We analysed students’ and teachers’ feedback in worksheet surveys. The findings revealed that the ideation process was the most difficult aspect for high school students. The reported reasons were categorised as originality, idea diversification, idea convergence, consistency with problems, feasibility, specificity, iterability, complexity, and procedure. Teachers mentioned that students did not sufficiently focus on problem identification, causing subsequent difficulties in the ideation process. Teaching material should meet the following requirements: (1) demonstrating methods for diversification and convergence of ideas to specify scaffolding, (2) clear goal setting in the problem identification process, and (3) iterability to allow for change according to the design process.
KW - Design education
KW - Japan
KW - design process
KW - high school
KW - ideation
KW - problem identification
UR - http://www.scopus.com/inward/record.url?scp=85185726081&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85185726081&partnerID=8YFLogxK
U2 - 10.35199/EPDE.2023.55
DO - 10.35199/EPDE.2023.55
M3 - Chapter (peer-reviewed)
AN - SCOPUS:85185726081
T3 - Proceedings of the 25th International Conference on Engineering and Product Design Education: Responsible Innovation for Global Co-Habitation, E and PDE 2023
SP - 325
EP - 330
BT - Proceedings of the 25th International Conference on Engineering and Product Design Education
A2 - Ordonez Pizarro, Isabel
A2 - Sustersic, Paolo
A2 - Buck, Lyndon
A2 - Grierson, Hilary
A2 - Bohemia, Erik
PB - The Design Society
T2 - 25th International Conference on Engineering and Product Design Education, E and PDE 2023
Y2 - 7 September 2023 through 8 September 2023
ER -