Systemic Design Thinking in Urban Farming I-STEM Teaching and Learning Module

2021 ◽  
Author(s):  
Siti Nur Diyana Mahmud ◽  
Noor Rosida Arifin
Keyword(s):  
Teaching And Learning ◽  
Design Thinking ◽  
Urban Farming ◽  
Learning Module ◽  
Stem Teaching ◽  
Systemic Design

scholarly journals DEVELOPMENT AND EVALUATION OF AN INTEGRATED PROJECT-BASED AND STEM TEACHING AND LEARNING MODULE ON ENHANCING SCIENTIFIC CREATIVITY AMONG FIFTH GRADERS

2018 ◽  
Vol 17 (6) ◽  
pp. 1017-1033 ◽  
Author(s):  
Nyet Moi Siew ◽  
Norjanah Ambo
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Fifth Graders ◽  
Project Based Learning ◽  
Control Group ◽  
Second Phase ◽  
Scientific Creativity ◽  
Learning Module ◽  
Integrated Project ◽  
Stem Teaching

This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students’ responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach's value of .65 to .87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. Keywords: fifth graders, project-based learning, scientific creativity, STEM.

scholarly journals Redesigning Systems Thinking

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Birger Sevaldson
Keyword(s):  
Strategic Management ◽  
Systems Thinking ◽  
Design Thinking ◽  
Design Strategies ◽  
Working Paper ◽  
The Core ◽  
Core Competences ◽  
Core Concepts ◽  
Many Core ◽  
Systemic Design

The resent movement of Systemic Design seeks for new synergies between Design and Systems. While the usefulness of systems approaches in design has been fairly obvious, this paper argues that many core concepts in design are beneficial in systems thinking. This seems reasonable when it comes to the concept of Design Thinking. However, as this paper argues, the more practical core concepts of design are equally important. Designerly skills have been regarded as belonging mainly in the realm of traditional commercial design, whereas design thinking has been regarded as useful in strategic management settings. This paper argues against the idea of separating design thinking from design action. The skills and competences of design, such as the composition of the shape and form that are obvious in product design, are central to Systems Oriented Design (SOD). SOD is a version in the emerging pluralistic field of Systemic Design. The Systemic Design movement should recognise the core values of design and integrate them in systems thinking. This integration would contribute to innovation in both Systemic Design and systems thinking. Among the core competences of design discussed in the paper are composition, choreography, orchestration, the notion of the Gesamtkunstwerk and open-ended multi-scalar design strategies that allow for both structural and organic development. The paper provides examples to support its proposal for the use of concrete aesthetic principles to guide Systemic Design processes. This paper expands the working paper entitled “Holistic and dynamic concepts in design: What design brings to systems thinking”, which was presented at the RSD3 symposium (2014). 

scholarly journals Systemic Design: Two Canadian Case Studies

2014 ◽  
Vol 7 (3) ◽  
Author(s):  
Alex Ryan ◽  
Mark Leung
Keyword(s):  
Resource Management ◽  
Case Studies ◽  
Systems Thinking ◽  
Management System ◽  
Design Thinking ◽  
Clean Energy ◽  
Resource Management System ◽  
First Case ◽  
Systemic Design

This paper introduces two novel applications of systemic design to facilitate a comparison of alternative methodologies that integrate systems thinking and design. In the first case study, systemic design helped the Procurement Department at the University of Toronto re-envision how public policy is implemented and how value is created in the broader university purchasing ecosystem. This resulted in an estimated $1.5 million in savings in the first year, and a rise in user retention rates from 40% to 99%. In the second case study, systemic design helped the clean energy and natural resources group within the Government of Alberta to design a more efficient and effective resource management system and shift the way that natural resource departments work together. This resulted in the formation of a standing systemic design team and contributed to the creation of an integrated resource management system. A comparative analysis of the two projects identifies a shared set of core principles for systemic design as well as areas of differentiation that reveal potential for learning across methodologies. Together, these case studies demonstrate the complementarity of systems thinking and design thinking, and show how they may be integrated to guide positive change within complex sociotechnical systems.

scholarly journals Learning Trigonometry Using GeoGebra Learning Module: Are Under Achiever Pupils Motivated?

2017 ◽  
Vol 9 (1-2) ◽  
Author(s):  
Muhammad Hafizhuddin Abdul Rahman ◽  
Marzita Puteh
Keyword(s):  
Teaching And Learning ◽  
Instructional Material ◽  
Learning Module ◽  
Learning Mathematics ◽  
Explanatory Mixed Methods ◽  
Motivation Level ◽  
Research Questions ◽  
Dynamic Software ◽  
Level Of Motivation ◽  
Learning Concept

Under achiever pupils were found to have low motivation level in learning mathematics. Pupils avoid Trigonometry and consider this topic as tough for them to master. The objective of this research is to measure under achiever motivation level towards Teaching and Learning (T&L) Trigonometry II topic using GeoGebra Learning Module (GLM). This research has used explanatory mixed methods which is survey and interview to answer the research questions. Pupils were exposed to GLM in Trigonometry II topics for a duration of two weeks. Motivation level are measured using questionnaire adapted from Instructional Material Motivational Scale (IMMS). Five pupils then were interviewed by the researcher to gauge pupils motivation towards GLM. Respondents are from 21 under achiever pupils from one intact class in Muar, Johor. Data analysis showed overall pupils’ motivation level are high (M = 4.16, SD = .279). The level of motivation of pupils for each subscale in ascending order is the Confidence (M = 3.92, SD = .268), Relevant (M = 4.07, SD = .357), Attention (M = 4.25, SD = .320), and Satisfaction (M = 4.50, SD = .436). Girls are significantly motivated [t (19) = 2,401, p <0.05, r = 1.07] compared to boys in using GLM. Result from the interviews were found similar to the surveys result. Pupils were found to be attracted to self access learning concept and slider function in the learning process. It is recommended that mathematics teachers should use GeoGebra by developing learning module that combine mathematics dynamic software and written module to help under achiever pupils further improve their motivation in T&L.  

scholarly journals Pengembangan Modul Biologi Berbasis Contextual Teaching and Learning (CTL) pada Materi Keanekaragaman Hayati Kelas X Madrasah Aliyah

2018 ◽  
Vol 6 (2) ◽  
pp. 93
Author(s):  
Lia Angela ◽  
Riko Aprianto
Keyword(s):  
Research And Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Contextual Learning ◽  
Development Model ◽  
Teaching Materials ◽  
Development Stages ◽  
Average Value ◽  
Learning Module ◽  
Biology Learning

<p>Modul adalah salah satu bahan ajar yang dapat digunakan peserta didik dalam proses pembelajaran. Untuk meningkatkan hasil belajarnya, peserta didik membutuhkan modul pembelajaran biologi yang berbasis <em>contextual Taeching Learning</em> (CTL). Tujuan penelitian ini adalah untuk menghasilkan modul yang valid dan praktis. Penelitian ini merupakan penelitian <em>Research and development </em>(R&amp;D) dengan menggunakan model pengembanan 4-D (<em>four D</em>) terdiri dari tahap define, design dan develop, sedangkan tahap dessiminate tidak dilakukan. Hasil penelitian ini menunjukkan modul yang dikembangkan memiliki nilai rata-rata kevalidan yaitu 3,51 dengan kriteria sangat valid. Nilai rata-rata kepraktisan modul oleh peserta didik yaitu 3,49 dengan kategori praktis.</p><p> </p><p>Modules are one of the teaching materials that students can use in the learning process. Students need a biology learning module based on contextual learning (CTL) to increase their learning achievement. The purpose of this study was to produce a valid and practical module. This research was a Research and development (R&amp;D) study using the 4-D (four-D) development model consisting of define, design and development stages, while the disseminate stage was not carried out. The results of this study indicate that the module developed has an average value of validity 3.51 or on very valid criteria. The average value of the practicality of the module was 3.49 or on the practical category</p>

scholarly journals A Framework for Systemic Design

2014 ◽  
Vol 7 (4) ◽  
Author(s):  
Alex Ryan
Keyword(s):  
Systems Thinking ◽  
Design Methodology ◽  
Design Thinking ◽  
Dynamic Environment ◽  
Service Design ◽  
Design Methods ◽  
Integrated Systems ◽  
Value Conflict ◽  
Systems Approaches ◽  
Systemic Design

As designers move upstream from traditional product and service design to engage with challenges characterised by complexity, uniqueness, value conflict, and ambiguity over objectives, they have increasingly integrated systems approaches into their practice. This synthesis of systems thinking with design thinking is forming a distinct new field of systemic design. This paper presents a framework for systemic design as a mindset, methodology, and set of methods that together enable teams to learn, innovate, and adapt to a complex and dynamic environment. We suggest that a systemic design mindset is inquiring, open, integrative, collaborative, and centred. We propose a systemic design methodology composed of six main activities: framing, formulating, generating, reflecting, inquiring, and facilitating. We view systemic design methods as a flexible and open-ended set of procedures for facilitating group collaboration that are both systemic and designerly.  

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