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

Abstract

This paper illustrates the design-based learning (DBL) approach to promoting the deep learning of students and improving the quality of teaching in engineering design education. We performed three aspects of research with students in a typical educational activity. The first study investigated students' deep learning before and after the DBL approach, both in terms of deep learning status and deep learning ability. The second study examined the effectiveness of the DBL approach by comparative research of a control class (traditional teaching method) and an experimental class (DBL method). The third study examined students' evaluations of the DBL approach. It is approved that the DBL approach has distinctively stimulated the students' motivation to learn, making them more actively engaged in study. The students' higher-order thinking and higher-order capabilities are enhanced, such as critical thinking ability and problem-solving ability. At the same time, they are satisfied with the DBL approach. These findings suggest that the DBL approach is effective in promoting students' deep learning and improving the quality of teaching and learning.

Keywords: Deep learning; Design-based learning; Individual competency; Teaching evaluation.