A pedagogical study on promoting students' deep learning through design-based learning.

Area of Science:

• Engineering Education
• Educational Psychology

Background:

• Traditional engineering education often struggles to foster deep learning and higher-order thinking skills.
• The design-based learning (DBL) approach offers a potential solution to enhance student engagement and learning outcomes.

Purpose of the Study:

• To investigate the impact of the design-based learning (DBL) approach on students' deep learning in engineering design education.
• To compare the effectiveness of DBL with traditional teaching methods.
• To assess students' perceptions and satisfaction with the DBL approach.

Main Methods:

• Three research studies were conducted with students participating in a typical educational activity.
• Comparative research contrasted a control class (traditional teaching) with an experimental class (DBL).
• Student deep learning status, ability, and evaluations were assessed before and after the DBL intervention.

Main Results:

• The DBL approach significantly stimulated student motivation and active engagement in learning.
• Students demonstrated enhanced higher-order thinking skills, including critical thinking and problem-solving.
• Students reported high satisfaction with the DBL approach.

Conclusions:

• The design-based learning approach is effective in promoting deep learning among engineering students.
• DBL contributes to improving the overall quality of teaching and learning in engineering design education.
• DBL fosters essential skills such as critical thinking and problem-solving, crucial for future engineers.