Cargando…
Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering
Recently, design thinking has become recognized as a necessity for every student, especially when they engage in design-based learning, as a pedagogical approach to science, technology, engineering, and mathematics education. However, design-based learning is mostly based on forward engineering, in...
Autores principales: | , , , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8412879/ https://www.ncbi.nlm.nih.gov/pubmed/34493909 http://dx.doi.org/10.1007/s10798-021-09701-6 |
_version_ | 1783747544933728256 |
---|---|
author | Ladachart, Luecha Cholsin, Jaroonpong Kwanpet, Sawanya Teerapanpong, Ratree Dessi, Alisza Phuangsuwan, Laksanawan Phothong, Wilawan |
author_facet | Ladachart, Luecha Cholsin, Jaroonpong Kwanpet, Sawanya Teerapanpong, Ratree Dessi, Alisza Phuangsuwan, Laksanawan Phothong, Wilawan |
author_sort | Ladachart, Luecha |
collection | PubMed |
description | Recently, design thinking has become recognized as a necessity for every student, especially when they engage in design-based learning, as a pedagogical approach to science, technology, engineering, and mathematics education. However, design-based learning is mostly based on forward engineering, in which students’ design thinking can be nurtured by designing unknown solutions. Little is known about whether design thinking can be facilitated in the context of reverse engineering, when students learn from already designed products. This study therefore seeks to explore the perceptions of 38 ninth-grade students on the characteristics of design thinking before and after a four-week reverse engineering project, using Likert scales to measure six aspects of design thinking, namely (a) being comfortable with uncertainty and risks, (b) human-centeredness, (c) mindfulness to the process and impacts on others, (d) collaboratively working with diversity, (e) orientation to learning by making and testing, and (f) being confident and optimistic to use creativity. The data were analyzed using descriptive and inferential statistics, including means, standard deviations, paired-samples t-tests, and Wilcoxon signed-rank tests. The results indicate that two aspects, human-centeredness and being confident and optimistic to use creativity, were significant (p = 0.008 and p = 0.043, respectively), with size effects of 0.43 and 0.34, respectively. Based on this potential, reverse engineering can be a design-based learning approach to facilitate students’ design thinking. It is recommended that instructional activities involving reverse engineering maintain some degree of ambiguity and risk to prevent design fixation among students. |
format | Online Article Text |
id | pubmed-8412879 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-84128792021-09-03 Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering Ladachart, Luecha Cholsin, Jaroonpong Kwanpet, Sawanya Teerapanpong, Ratree Dessi, Alisza Phuangsuwan, Laksanawan Phothong, Wilawan Int J Technol Des Educ Article Recently, design thinking has become recognized as a necessity for every student, especially when they engage in design-based learning, as a pedagogical approach to science, technology, engineering, and mathematics education. However, design-based learning is mostly based on forward engineering, in which students’ design thinking can be nurtured by designing unknown solutions. Little is known about whether design thinking can be facilitated in the context of reverse engineering, when students learn from already designed products. This study therefore seeks to explore the perceptions of 38 ninth-grade students on the characteristics of design thinking before and after a four-week reverse engineering project, using Likert scales to measure six aspects of design thinking, namely (a) being comfortable with uncertainty and risks, (b) human-centeredness, (c) mindfulness to the process and impacts on others, (d) collaboratively working with diversity, (e) orientation to learning by making and testing, and (f) being confident and optimistic to use creativity. The data were analyzed using descriptive and inferential statistics, including means, standard deviations, paired-samples t-tests, and Wilcoxon signed-rank tests. The results indicate that two aspects, human-centeredness and being confident and optimistic to use creativity, were significant (p = 0.008 and p = 0.043, respectively), with size effects of 0.43 and 0.34, respectively. Based on this potential, reverse engineering can be a design-based learning approach to facilitate students’ design thinking. It is recommended that instructional activities involving reverse engineering maintain some degree of ambiguity and risk to prevent design fixation among students. Springer Netherlands 2021-09-02 2022 /pmc/articles/PMC8412879/ /pubmed/34493909 http://dx.doi.org/10.1007/s10798-021-09701-6 Text en © The Author(s), under exclusive licence to Springer Nature B.V. 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Ladachart, Luecha Cholsin, Jaroonpong Kwanpet, Sawanya Teerapanpong, Ratree Dessi, Alisza Phuangsuwan, Laksanawan Phothong, Wilawan Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering |
title | Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering |
title_full | Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering |
title_fullStr | Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering |
title_full_unstemmed | Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering |
title_short | Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering |
title_sort | ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8412879/ https://www.ncbi.nlm.nih.gov/pubmed/34493909 http://dx.doi.org/10.1007/s10798-021-09701-6 |
work_keys_str_mv | AT ladachartluecha ninthgradestudentsperceptionsonthedesignthinkingmindsetinthecontextofreverseengineering AT cholsinjaroonpong ninthgradestudentsperceptionsonthedesignthinkingmindsetinthecontextofreverseengineering AT kwanpetsawanya ninthgradestudentsperceptionsonthedesignthinkingmindsetinthecontextofreverseengineering AT teerapanpongratree ninthgradestudentsperceptionsonthedesignthinkingmindsetinthecontextofreverseengineering AT dessialisza ninthgradestudentsperceptionsonthedesignthinkingmindsetinthecontextofreverseengineering AT phuangsuwanlaksanawan ninthgradestudentsperceptionsonthedesignthinkingmindsetinthecontextofreverseengineering AT phothongwilawan ninthgradestudentsperceptionsonthedesignthinkingmindsetinthecontextofreverseengineering |