Research
Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context
Authors:
Yaron Doppelt ,
Sakhnin Academic College for Teacher Education, IL
About Yaron
Lecturer, Sakhnin Academic College for Teacher Education, Israel.
Christian D. Schunn,
University of Pittsburgh, US
About Christian
A Research Scientist in the Learning Research and Development Center and Associate Professor of Psychology at the University of Pittsburgh.
Matthew M. Mehalik,
University of Pittsburgh, US
About Matthew
An Adjunct Faculty member in Freshman Programs in the School of Engineering at the University of Pittsburgh.
Eli Silk,
University of Pittsburgh, US
About Eli
A graduate student at the University of Pittsburgh.
Denis Krysinski
Greenfield School, US
About Denis
A teacher at Greenfield School in Pittsburgh.
Abstract
In this study, students were asked to build engineering prototypes, typically working in teams to solve real design problems, following an authentic, reflective engineering design process. The findings presented two aspects of learning: engagement and achievement. Engagement has the potential to highlight students’ performance in a way that standardized assessment methods do not reveal.
How to Cite:
Doppelt, Y., Schunn, C. D., Mehalik, M. M., Silk, E., & Krysinski, D. (2008). Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context. Journal of Technology Education, 19(2), 22–39. DOI: http://doi.org/10.21061/jte.v19i2.a.2
Published on
22 Mar 2008.
Peer Reviewed
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