Ladachart Luecha, Cholsin Jaroonpong, Kwanpet Sawanya, Teerapanpong Ratree, Dessi Alisza, Phuangsuwan Laksanawan, Phothong Wilawan
Department of Curriculum and Instruction, School of Education, University of Phayao, Phayao, Thailand.
Department of Science and Technology Learning, Phayaophithayakhom School, Phayao, Thailand.
Int J Technol Des Educ. 2022;32(5):2445-2465. doi: 10.1007/s10798-021-09701-6. Epub 2021 Sep 2.
Recently, design thinking has become recognized as a necessity for every student, especially when they engage in design-based learning, as a pedagogical approach to science, technology, engineering, and mathematics education. However, design-based learning is mostly based on forward engineering, in which students' design thinking can be nurtured by designing unknown solutions. Little is known about whether design thinking can be facilitated in the context of reverse engineering, when students learn from already designed products. This study therefore seeks to explore the perceptions of 38 ninth-grade students on the characteristics of design thinking before and after a four-week reverse engineering project, using Likert scales to measure six aspects of design thinking, namely (a) being comfortable with uncertainty and risks, (b) human-centeredness, (c) mindfulness to the process and impacts on others, (d) collaboratively working with diversity, (e) orientation to learning by making and testing, and (f) being confident and optimistic to use creativity. The data were analyzed using descriptive and inferential statistics, including means, standard deviations, paired-samples t-tests, and Wilcoxon signed-rank tests. The results indicate that two aspects, human-centeredness and being confident and optimistic to use creativity, were significant ( = 0.008 and = 0.043, respectively), with size effects of 0.43 and 0.34, respectively. Based on this potential, reverse engineering can be a design-based learning approach to facilitate students' design thinking. It is recommended that instructional activities involving reverse engineering maintain some degree of ambiguity and risk to prevent design fixation among students.
最近，设计思维已被公认为每个学生的必备能力，尤其是当他们参与基于设计的学习时，这是一种用于科学、技术、工程和数学教育的教学方法。然而，基于设计的学习大多基于正向工程，在这种情况下，学生的设计思维可以通过设计未知解决方案来培养。当学生从已设计好的产品中学习时，即在逆向工程的背景下，设计思维是否能够得到促进，目前所知甚少。因此，本研究旨在通过利克特量表来衡量设计思维的六个方面，探索38名九年级学生在为期四周的逆向工程项目前后对设计思维特征的看法，这六个方面分别是：(a) 对不确定性和风险感到自在；(b) 以用户为中心；(c) 关注过程及其对他人的影响；(d) 与不同的人合作；(e) 通过制作和测试进行学习的倾向；(f) 自信且乐观地运用创造力。使用描述性和推断性统计方法对数据进行分析，包括均值、标准差、配对样本t检验和威尔科克森符号秩检验。结果表明，有两个方面具有显著性，即以用户为中心和自信且乐观地运用创造力（分别为p = 0.008和p = 0.043），效应量分别为0.43和0.34。基于这一潜力，逆向工程可以成为一种促进学生设计思维的基于设计的学习方法。建议涉及逆向工程的教学活动保持一定程度的模糊性和风险，以防止学生出现设计固化。
