Teaching “Design Thinking” Using “Project-Based Learning” Model to Undergraduate Students Through EPICS Course

2021 ◽  
pp. 471-479
Author(s):  
Ram Deshmukh ◽  
Md.Mujahid Irfan
Keyword(s):  
Undergraduate Students ◽  
Design Thinking ◽  
Learning Model ◽  
Project Based Learning ◽  
Teaching Design

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP PENGUASAAN KONSEP DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS PADA MATA KULIAH OPTIK

2014 ◽  
Vol 2 (2) ◽  
pp. 220
Author(s):  
Samsun Hidayat ◽  
Susilawati Susilawati ◽  
Harry Soeprianto
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Group Design ◽  
Academic Year

This study was aimed to analyzethe effect of project based learning model to understanding concepts  and critical thinking skills in optics lecture at undergraduate student of Physics Educational Program of IKIP Mataram in academic year 2013/2014. This study included in quasi experiment with posttest onlycontrol group design. All of 75 populations are included as sample. The datawere analyzed with multivariate analysis (MANOVA).The conclusion can be stated based on analysis result is (1) project based learning model having an effect on understandingconcepts of undergraduate students ((Fcal = 37,88 > Ftable = 3,91), with pvalue<0,05. (2) project based learning model having an effect on critical thinking skill of undergraduate students ((Fcal = 5,47 > Ftable = 3,91), with pvalue<0,05. (3) project based learning model having an effect on both understandingconcepts and critical thinking of undergraduate students ((Fcal = 34,86 > Ftable = 3,91), with pvalue<0,05.

scholarly journals Experimental Verification of Effectiveness of English Language Teaching Using MyEnglishLab

2019 ◽  
Vol 11 (5) ◽  
pp. 1357 ◽  
Author(s):  
Danuse Vymetalkova ◽  
Eva Milkova
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Experimental Verification ◽  
English Language ◽  
Language Teaching ◽  
Learning Model ◽  
English Language Teaching ◽  
Teaching Design ◽  
Distant Part

The paper deals with a research focused on the blended learning model represented by an online component MyEnglishLab complementing English paper-based materials. At first, we viewed the blended learning model and we presented it in the context of sustainability in education. This is followed by the description of MyEnglisLab component representing the distant part of blended learning. Then, we presented a complete research carried out within undergraduate students at the Faculty of Science, University of Hradec Kralove attending English courses, where we applied the mentioned teaching design and verifying the effectiveness of MyEnglishLab tool. The study compared two groups of students; the group using MyEnglishLab reached better results.

scholarly journals Project-based learning model with real object in vocational school learning

2020 ◽  
Vol 1700 ◽  
pp. 012045
Author(s):  
Nurcholish Arifin Handoyono ◽  
Suparmin ◽  
Samidjo ◽  
Arif Bintoro Johan ◽  
Suyitno
Keyword(s):  
Learning Model ◽  
Project Based Learning ◽  
Real Object ◽  
Vocational School ◽  
School Learning

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

scholarly journals Harnessing agency: towards a learning model for undergraduate students

2013 ◽  
Vol 38 (2) ◽  
pp. 272-284 ◽  
Author(s):  
June Pym ◽  
Rochelle Kapp
Keyword(s):  
Undergraduate Students ◽  
Learning Model
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