Facilitating the Learning Process in Design-Based Learning Practices: An Investigation of Teachers' Actions in Supervising Students. Gómez Puente, S. M., van Eijck, M., & Jochems, W. Research in Science & Technological Education, 31(3):288--307, January, 2013. ![Facilitating the Learning Process in Design-Based Learning Practices: An Investigation of Teachers' Actions in Supervising Students [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices. Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment. Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework. Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs. Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.
@article{gomez_puente_facilitating_2013,
title = {Facilitating the {Learning} {Process} in {Design}-{Based} {Learning} {Practices}: {An} {Investigation} of {Teachers}' {Actions} in {Supervising} {Students}},
volume = {31},
issn = {0263-5143},
url = {https://ezproxy2.library.colostate.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=s4640792&db=eric&AN=EJ1023351&site=ehost-live},
abstract = {Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices. Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment. Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework. Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs. Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.},
number = {3},
journal = {Research in Science \& Technological Education},
author = {Gómez Puente, S. M. and van Eijck, M. and Jochems, W.},
month = jan,
year = {2013},
keywords = {ACTIVE learning, College Faculty, Design, Engineering Education, Feedback (Response), Foreign Countries, INTERVIEWS, NETHERLANDS, Observation, Scaffolding (Teaching Technique), Student Projects, Supervision, Supervisors, Teacher Behavior, Teacher Role, Undergraduate Students},
pages = {288--307}
}
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