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ERIC Number: EJ1153451
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1475-939X
Design-Driven Education in Primary and Secondary School Contexts. A Qualitative Study on Teachers' Conceptions on Designing
Heikkilä, Anni-Sofia; Vuopala, Essi; Leinonen, Teemu
Technology, Pedagogy and Education, v26 n4 p471-483 2017
Design in educational contexts is a relatively new topic. The basic idea of design and design-driven education is that students and teachers participate together in the planning, implementation and evaluation of learning projects. However, how design-driven education should be carried out in practice is yet to be established. Therefore, the aim of this study is to gain insights into how such practice could be implemented. Through a qualitative study, the authors examined primary and secondary school teachers' (N = 5) conceptions on various aspects of design in educational contexts. The results indicate that design-driven education emphasises the need for collaboration between students and teachers, and the teachers' active roles as facilitators for learning. Furthermore, in order for such design-driven practices to be successful, the learning process requires students to be self-regulative learners. The use of technology was also experienced as a natural part of design-driven education. The results present the participating teachers' understanding of how design-driven education in school contexts could be organised.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A