Design-driven education in primary and secondary school contexts. A qualitative study on teachers’ conceptions on designing

Research output: Contribution to journalArticleScientificpeer-review

Researchers

Research units

  • University of Oulu

Abstract

Design in educational contexts is a relatively new topic. The basic idea of design and design-driven education is that students and teachers participate together in the planning, implementation and evaluation of learning projects. However, how design-driven education should be carried out in practice is yet to be established. Therefore, the aim of this study is to gain insights into how such practice could be implemented. Through a qualitative study, the authors examined primary and secondary school teachers’ (N = 5) conceptions on various aspects of design in educational contexts. The results indicate that design-driven education emphasises the need for collaboration between students and teachers, and the teachers’ active roles as facilitators for learning. Furthermore, in order for such design-driven practices to be successful, the learning process requires students to be self-regulative learners. The use of technology was also experienced as a natural part of design-driven education. The results present the participating teachers’ understanding of how design-driven education in school contexts could be organised.

Details

Original languageEnglish
Pages (from-to)471-483
Number of pages13
JournalTECHNOLOGY, PEDAGOGY AND EDUCATION
Volume26
Issue number4
Publication statusPublished - 2017
MoE publication typeA1 Journal article-refereed

    Research areas

  • Design-driven education, collaborative learning, self-regulated learning, pedagogical use of ICT, twenty-first-century learning

ID: 14793375