Exploring design based learning activities in 2nd grade Science classrooms

Date

2024-12

Author

Yaprak Bostancı, Özlem

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

109
views

126
downloads

Cite This

In this study, the attitudes, experiences, and learning outcomes of 2nd-grade students engaged in design-based learning activities, as well as the nurturing and thought-provoking approaches used during this process, were examined. A qualitative case study approach was utilized, focusing on 8 male and 7 female students from a private primary school. The Stanford Design Thinking Model of Hasso-Plattner Institute/Stanford. d.school (2015) guided the study, with its stages applied over a six-week period. Data were collected through open-ended pre-interview and post-interview questions developed by the researcher, as well as through Design-Based Observation forms and Document Analysis. Thematic analysis was applied to all data to identify key patterns and insights. This study highlights the strengths and challenges students face in the design-based learning process, offering insights into methods and strategies that foster greater engagement, learning, and motivation. The findings reveal that students became more comfortable handling complex problems, recognized the value of teamwork, gained creative confidence, and adopted a growth mindset that reframes failure as an opportunity for learning. Additionally, students developed their abilities in prototyping, testing, and refining solutions. Notably, nurturing approaches—such as providing scaffolding, guidance, and motivating feedback—proved effective in supporting students, while thought-provoking approaches—like encouraging reflection, fostering collaboration, and promoting innovation—enhanced the design process. This study serves as a guide for educators aiming to integrate design-based learning into their teaching practice.

Subject Keywords

design based learning, design thinking, creativity, metacognition

URI

https://hdl.handle.net/11511/112911

Collections

Graduate School of Social Sciences, Thesis