Learning from Design
www.lrdc.pitt.edu/schunn/research/design.html
Summary
Design-based learning (DBL) is a form of project-based learning in which students learn what they need to learn in a just-in-time fashion while trying to design something. In my group, we build 6-to-8-week-long DBL units for middle school and highschool math and science classrooms. These units use engineering design processes as a foundational structure for the units—this structure improves the design outcomes and provides an organizaton of the math/science learning that happens inside the classroom. However, we need to add additional supports into the process to maximize learning in this classroom setting.
People
Project Publications
- Apedoe, X., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (in press). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology. (Abstract-html)
- Reynolds, B., Mehalik, M. M., Lovell, M. R., & Schunn, C. D. (in press). Increasing student awareness of and interest in engineering as a career option through design-based learning. International Journal of Engineering Education.
- Doppelt, Y. & Schunn, C. D. (2008). Identifying students' perceptions of the important classroom features affectinglearning aspects of a design based learning environment? Learning Environments Research, 11(3). (Abstract-html)
- Doppelt, Y., Mehalik, M. M., Schunn, C. D., & Krysinski, D. (2008). Engagement and achievements in design-based learning. Journal of Technology Education, 19(2), 21-38. (Abstract-html)
- Ellefson, M., Brinker, R., Vernacchio, V., & Schunn, C. D. (2008). Design-based learning for biology: Genetic engineering experience improves understanding of gene expression. Biochemistry and Molecular Biology Education, 36, 292-298. (Abstract-html)
- Mehalik, M. M., & Doppelt, Y., & Schunn, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71-85. (Abstract-html)
