June 26, 2011
June 26, 2011
June 29, 2011
Technological and Engineering Literacy/Philosophy of Engineering
22.427.1 - 22.427.13
Design as a Method of Instruction in China The Chinese are contemplating alternate methods for teaching technological andengineering literacy in their public schools. On October 20-22 the China National Institute forEducational Research will sponsor a workshop titled: Design as Teaching Method at the BeijingNational Science Technology Museum. This workshop is being delivered by faculty from theState University of ____________ who are in partially supported by a gift from the _________Corporation. Sixty teachers are expected to attend the workshop. In addition to theirparticipation in learning about using design as a method of instruction, these teachers willprovide responses that record their reactions, perceived potential, and barriers of the applicationof design as method of instruction in their classrooms. The workshop is being lead by Dr ___________, Assistant Professor from the StateUniversity of _______. The three day workshop will introduce the sixty participating teachers tothe use of design as a method to teach. This includes: problem identification & definition,developing a design statement & design brief, research, creative problem solving, selection of asolution, building a prototype, testing & evaluating solution, and reiteration of the process asnecessary. The participants will experience a combination of all these portions of the designprocess with an emphasis on the “creative act” and “hands-on” participatory learning. Data will be gathered on pre/post evaluation forms, six-week post evaluation, recordingof antidotal statements, and other qualitative methods. The pre/post and six-week postevaluation forms will employ questions with five-point Likert scale. Each instrument willcontain open ended questions designed for the identification of barriers the use of the method.The six week post instrument is intended to determine to what extent the participating teacherhave used, and/or intend to use the method. It may also reveal attributes of successful uses of themethod. A comparison of responses across the pre/post & six-week post instruments may revealchanges in perception of use of design as a method of instruction. Finally, lessons learned by the facilitators of the workshop may also prove to be ofinterest. Many cultural factors may bear as of yet unknown effects on the use of design as amethod of instruction in China.
Macho, S., & Wang, S. (2011, June), Design as a Method of Instruction in China Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17708
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