This document discusses using design-based investigations in science education. It outlines the design process, which involves identifying the problem context, researching the topic, developing ideas, building models, and testing/getting feedback to refine subsequent iterations. The goal is to solve problems through applying science concepts. Design projects follow procedures that vary from the scientific method but can still effectively build understanding and allow assessment of student learning.
The overlaps between Action Research and Design ResearchSandeep Purao
Cole, R. , Purao, S., Rossi, M., Sein, M. 2005. Being Proactive: Where Action Research meets Design Research. International Conference on Information Systems. (ICIS) Las Vegas, NV, December 11-14. Originally presented at ICIS.
The overlaps between Action Research and Design ResearchSandeep Purao
Cole, R. , Purao, S., Rossi, M., Sein, M. 2005. Being Proactive: Where Action Research meets Design Research. International Conference on Information Systems. (ICIS) Las Vegas, NV, December 11-14. Originally presented at ICIS.
Efficacy of Creative Problem Solving: Oh the Places Deliberate Creativity has Gone
Parnes Tribute
May 9, 2009
Gerard J. Puccio, Ph.D.
International Center for Studies in Creativity
Slides form 2012 covering - Getting the right insights at the right time, Research in a vacuum, Going leaner, Going Deeper, Socialising findings, Forensics over proof, Focus on impact, Focus on extremes and finally the experience design framework
PATT38 - DESIGN FUTURES: Combining Design Thinking and Maker Education in ele...Annemiek Veldhuis
ABSTRACT
Design Thinking (DT) and Maker Education (ME) are pedagogies that aim to equip students with the necessary skills to thrive in the non-linear and constantly evolving contexts of the 21st century. These constructivist learning approaches nurture 21st-century skills through creative, making processes and can be combined as they both involve ideating, creating, and reflecting on experience. By introducing them in early childhood education, students can develop their creative, collaborative, and making skills. However, there are still few implementations of DT and ME in formal, elementary education.
In this paper, we investigate 1) the challenges of implementing a formal DT and ME educational program, the Design Futures curriculum, for students aged 8 to 12 and 2) its impact on these students’ collaborative and creative self-efficacy. We showcase the development of the program which is aimed to be able to be implemented in elementary education within different socio-cultural contexts. The design is guided by 1) the theory of constructive alignment which poses that effective constructivist teaching practices align their learning objectives with their learning activities and assessment procedures, 2) the curricular spiderweb which presents different aspects of education and their relations, and 3) the design thinking process. We present a lesson plan consisting of a sequence of nine lessons that bridges the gap between the educational context and the outside world by teaching students about a problem that society is currently facing. It takes the students through a process of 6 phases in which teams, through research, define a sub-problem that they try to solve by design. Moreover, the students learn about electronic circuits and use basic electronic components in the creation of a mock-up of their design. The teaching activities incorporate DT- and ME-related learning objectives, which get assessed through connected assessment activities that implement both teacher-led assessment and student self-assessment.
We report on preliminary results of a triangulated mixed-methods study in which the Design Futures curriculum gets tested in 20 schools distributed over 4 countries (Romania, Greece, Italy, the Netherlands). We combine data from pre-post test measures on the students’ self-efficacy related to their creative and collaborative skills, user experience surveys from the students’ and teachers’ perspectives, and post-intervention interviews with students and teachers. Quantitative results are evaluated through analysis of variance and measures of central tendency. The interview transcripts are analyzed through inductive thematic analysis. Other materials, such as worksheets, are used to complement the results. Outcomes of the different socio-cultural contexts are compared to find distinctive implementations, trends, difficulties, and reflections from the students’ and teachers’ perspectives.
This presentation aims to summarise and simplify the EBP process and features suggestions and tips to create an EBP project. It also shows several completed EBP projects.
Efficacy of Creative Problem Solving: Oh the Places Deliberate Creativity has Gone
Parnes Tribute
May 9, 2009
Gerard J. Puccio, Ph.D.
International Center for Studies in Creativity
Slides form 2012 covering - Getting the right insights at the right time, Research in a vacuum, Going leaner, Going Deeper, Socialising findings, Forensics over proof, Focus on impact, Focus on extremes and finally the experience design framework
PATT38 - DESIGN FUTURES: Combining Design Thinking and Maker Education in ele...Annemiek Veldhuis
ABSTRACT
Design Thinking (DT) and Maker Education (ME) are pedagogies that aim to equip students with the necessary skills to thrive in the non-linear and constantly evolving contexts of the 21st century. These constructivist learning approaches nurture 21st-century skills through creative, making processes and can be combined as they both involve ideating, creating, and reflecting on experience. By introducing them in early childhood education, students can develop their creative, collaborative, and making skills. However, there are still few implementations of DT and ME in formal, elementary education.
In this paper, we investigate 1) the challenges of implementing a formal DT and ME educational program, the Design Futures curriculum, for students aged 8 to 12 and 2) its impact on these students’ collaborative and creative self-efficacy. We showcase the development of the program which is aimed to be able to be implemented in elementary education within different socio-cultural contexts. The design is guided by 1) the theory of constructive alignment which poses that effective constructivist teaching practices align their learning objectives with their learning activities and assessment procedures, 2) the curricular spiderweb which presents different aspects of education and their relations, and 3) the design thinking process. We present a lesson plan consisting of a sequence of nine lessons that bridges the gap between the educational context and the outside world by teaching students about a problem that society is currently facing. It takes the students through a process of 6 phases in which teams, through research, define a sub-problem that they try to solve by design. Moreover, the students learn about electronic circuits and use basic electronic components in the creation of a mock-up of their design. The teaching activities incorporate DT- and ME-related learning objectives, which get assessed through connected assessment activities that implement both teacher-led assessment and student self-assessment.
We report on preliminary results of a triangulated mixed-methods study in which the Design Futures curriculum gets tested in 20 schools distributed over 4 countries (Romania, Greece, Italy, the Netherlands). We combine data from pre-post test measures on the students’ self-efficacy related to their creative and collaborative skills, user experience surveys from the students’ and teachers’ perspectives, and post-intervention interviews with students and teachers. Quantitative results are evaluated through analysis of variance and measures of central tendency. The interview transcripts are analyzed through inductive thematic analysis. Other materials, such as worksheets, are used to complement the results. Outcomes of the different socio-cultural contexts are compared to find distinctive implementations, trends, difficulties, and reflections from the students’ and teachers’ perspectives.
This presentation aims to summarise and simplify the EBP process and features suggestions and tips to create an EBP project. It also shows several completed EBP projects.
MYP Design Cycle Support Series Part A: InvestigateSean Thompson
Continually creating ways to support my MYP Technology students in their use of the Design Cycle I made this short tutorial for our website so students can access lesson material as they need it, from anywhere they may be developing their products or solutions.
An introduction to the MYP Personal Project. Includes a visual representation of the year and the Personal Project cycle. Also, advice on drafting highly challenging goals based on the MYP Personal Project Teacher Support Materials.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Action research is a philosophy and methodology of research generally applied in the social sciences. It seeks trasformative change through the simultaneous process of taking action and doing research which are linked together by critical reflection
This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
Leadership development resources from the MMSTLC program. This presentation focused on providing building and district administrators with information to support teacher leaders in their schools.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Enhancing Performance with Globus and the Science DMZGlobus
ESnet has led the way in helping national facilities—and many other institutions in the research community—configure Science DMZs and troubleshoot network issues to maximize data transfer performance. In this talk we will present a summary of approaches and tips for getting the most out of your network infrastructure using Globus Connect Server.
SAP Sapphire 2024 - ASUG301 building better apps with SAP Fiori.pdfPeter Spielvogel
Building better applications for business users with SAP Fiori.
• What is SAP Fiori and why it matters to you
• How a better user experience drives measurable business benefits
• How to get started with SAP Fiori today
• How SAP Fiori elements accelerates application development
• How SAP Build Code includes SAP Fiori tools and other generative artificial intelligence capabilities
• How SAP Fiori paves the way for using AI in SAP apps
Welcome to the first live UiPath Community Day Dubai! Join us for this unique occasion to meet our local and global UiPath Community and leaders. You will get a full view of the MEA region's automation landscape and the AI Powered automation technology capabilities of UiPath. Also, hosted by our local partners Marc Ellis, you will enjoy a half-day packed with industry insights and automation peers networking.
📕 Curious on our agenda? Wait no more!
10:00 Welcome note - UiPath Community in Dubai
Lovely Sinha, UiPath Community Chapter Leader, UiPath MVPx3, Hyper-automation Consultant, First Abu Dhabi Bank
10:20 A UiPath cross-region MEA overview
Ashraf El Zarka, VP and Managing Director MEA, UiPath
10:35: Customer Success Journey
Deepthi Deepak, Head of Intelligent Automation CoE, First Abu Dhabi Bank
11:15 The UiPath approach to GenAI with our three principles: improve accuracy, supercharge productivity, and automate more
Boris Krumrey, Global VP, Automation Innovation, UiPath
12:15 To discover how Marc Ellis leverages tech-driven solutions in recruitment and managed services.
Brendan Lingam, Director of Sales and Business Development, Marc Ellis
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
UiPath Test Automation using UiPath Test Suite series, part 4
Design Process Formatted
1. Investigation Through Design
Often, student investigations are not simply created to find an answer to a question, or to explore
some phenomenon. Rather, science is often used to create solutions to problems through application of
scientific concepts and principles to a real-world situation. This is the work of applied science and
engineering.
This activity is designed to examine aspects of a design-based investigation as a strategy for learning
and exploring different phenomena. Design projects often take on a different set of procedures that
vary somewhat from the standard “scientific method” to which we are all so accustomed. Often, such
projects may appear to be very much like the investigations we have all focused on as a way to support
authentic student learning. However, there are some significant differences in the process. The
following materials are intended to help you better understand the Design Process, and how you might
consider using a design activity as a way to build understanding and assess student learning,
The Design Process
Design is a process that we use to solve problems, whether we are cognizant of the process or not. We
often try coming up with processes, solutions, etc. without really thinking through all possible ways to
address a problem, and then actually try things out. Sometimes we succeed in what we want to
accomplish; most of the time we don’t. When we don’t, we usually tinker with something and try it
again, or, ideally, try to learn a bit more about the situation or issue we are trying to address, then
tinker and see what happens.
In science and engineering, there is a more formal process that takes place, but it is still very similar in
process to what we do. In a classroom, this process can be represented by the diagram below. Design is
a cyclic process that involves research, concept development, design and building, and testing or
feedback. Each iteration is intended to help refine the process or add a new factor to consideration in
the design. These steps are outlined in detail on the following page:
MMSTLC Science Resources (10/07) 1.4 Design-based Student
Investigations
2. 1. Identify and Define Design Context.
This is the initial step in any design project, and one that you will want to address specifically with
students at the outset of any project. This is also, most likely, going to be developed by you, the
teacher, for any project you have students do in the classroom. This includes the following:
• Identifying the goals of the product. What is it supposed to do or accomplish? (What is the
function of the item?)
• Identify the context for the product. Are there specific needs or conditions that you need
to work with for the product?
• Define the design goal/outcome. State what you are creating, what you will develop to get
there, and what the intended outcome is. This also identifies the guidelines for assessment of
the success of the design. This might also address the form of the product, which is what it
should look like.
• Define the context and conditions for the design. What are the constraints that you are
working with to complete the design? These might include time, personnel, resources or
supplies, and other constraints about the use of the product.
2. Research and Learn New Content.
Like the student investigations we addressed earlier in this program, one of the critical steps before
the actual design or investigation can be done is to gather information and build understanding of
content relevant to the design. This may take the form of benchmark lessons that you, the teacher,
lead to help build a common foundation of knowledge and understanding among all students, or it may
be individual or team research that students undertake to gather information and ideas about the
problem.
This research can also focus specifically on the product itself and not just the conditions for the design.
MMSTLC Science Resources (10/07) 1.4 Design-based Student
Investigations
3. Research might examine the following:
• Existing Designs. What have others designed or considered in the past?
• Conditions for Use. Where will the product be used and for what purpose?
• Components. What parts make up the product?
• Materials. What will the product be made of? What do we need to know about this?
Often, a design might include many cycles, each of which is intended to look at a different aspect of a
problem. For instance, design of a building might first include design for the basic structure, but then
address a different factor, such as heating/cooling, energy, or lighting in the next iteration of the
design. Doing this can often help you specify what benchmarks and content you need to address with
each cycle.
3. Develop Personal or Team Ideas.
This is where students can generate ideas about the design based on the information gathered in the
first two steps. You may wish to incorporate an individual brainstorming activity first, so that all
students can get ideas on paper. Something as simple as a bulleted list of considerations can be useful
here. Then, if working in groups, it can be useful to have a group “brainstorming/editing” activity
where ideas from individuals are shared and refined or modified into a group list of ideas. This two-
step strategy can often help groups develop better, more thorough lists of ideas, whereas moving
immediately to the group can result in ideas only being generated by the more dominant personalities.
Often, students want to immediately jump to this step, and so it is often useful to have a quick set of
questions for any students to address at this point about their design ideas. Asking how the questions
identified in steps 1 and 2 are addressed by their ideas can help students better understand the
importance of these issues.
4. Design and Build Models or Artifacts.
This is the step where students will actually design the product, or some model of the product. This
can include tangible three-dimensional objects, or sketches or drawing that are very clear about the
design considerations, dimensions, or other factors in the design. Build in time for such activities, and
if groups are involved, the time on task and nature of the task should “fit” the number of people
working on the task.
5. Feedback Activities: Testing, Critiquing, and Pin-ups.
The intent of this final phase of the design process is to gather feedback that will become the
information from the actual model or artifact created that is used in the next cycle of the design. This
feedback can be generated in a variety of forms, and may include the following activities, individually
or grouped together to provide such feedback.
• Scientific testing. This would include performing any tests or experiments to ensure that the
MMSTLC Science Resources (10/07) 1.4 Design-based Student
Investigations
4. artifact works for the conditions provided, and to identify any possible problems which might
exist that could be addressed in the next iteration of the design cycle. This is a good
opportunity to focus students on data collection and observations.
• Usability / Feasibility testing. While the above item is intended to deal with the scientific
phenomena that are addressed in the project, one of the other aspects of building an item to
solve a problem is doing any testing for usability. For instance, you could design a tool to
address a specific problem, but if the materials to build that tool cost more than alternative
solutions, it is not likely to be considered as the final design. This type of testing is likely to be
done by analyzing data or making observations about the creation of the object, rather than
specific testing of a variable using scientific means.
• Critiques. This can take many forms, but the main goal is to get subjective feedback about
the design that might be used to enhance the design in the next cycle. When working with
students, it it important to frame such feedback in a constructive manner that is not
judgmental of the designer, but rather focuses on aspects of the design. It can often be
helpful to use a set of guiding questions that are generated by you, experts, and/or the class.
• Pin-ups. This is a specific form of critique that is used often in design fields, such as
engineering and architecture, especially when working with sketches or drawings of an object.
This strategy has students post their drawings of the design on the wall around the room,
inviting feedback from others. The feedback can be provided on note cards that everyone
completes during a walking review of each item, a poster sheet next to each design inviting
comments, or verbal feedback if the designer is present. If structured well, you can actually
invite students to sketch new suggestions on the design itself. The pin-up method is often a
relatively quick way to provide feedback and opinions from others, especially if early in the
design process.
• Presentations. Another way to solicit constructive feedback can be to have each design be
presented to the rest of the group. This can provide considerable feedback if students are
used to verbal critique, but is usually a time-intensive process that might be reserved for the
final design, else it can drag out the design process considerably.
The design cycle then begins again, though the difference is that the second (and all successive)
iteration actually has a design to work with. As a result, steps 1 and 3 are often much shorter in the
process, and more attention is paid to the design, model, and critique.
MMSTLC Science Resources (10/07) 1.4 Design-based Student
Investigations
5. Design as a Learning Strategy
Introducing a design project in a class can be challenging and time consuming for all involved, but can
be truly beneficial to students in a variety of ways. The following aspects of design are very useful to
further student learning, and are worthy considerations if you are debating use of a design project in
your classroom.
• Design is Purposeful. Students are often asking about the relevance of a particular topic.
Using a design-based project often provides a very clear picture of how the topic being studied
can relate to real life practices. This can also provide an anchor for you as a teacher as a clear
“end goal” of a project if you are designing the curriculum yourself.
• Design is Deliberate. People donʼt design something by chance, unlike the process of
observation. Because of this, design has a natural iterative cycle that is often used to carry
out the purpose of the design. This cycle can provide an organization process and habits of
mind for students that encourage higher-order thinking skills. Often, design is viewed as a
particular strategy for problem solving, which is so often mentioned as a skill lacking in many
students.
• Design is Creative. Unlike scientific investigation, which can be extremely focused on
method and procedure to ensure scientific validity in results, design allows students to flex
their creative muscles in a way that is not often presented in science classes. Students enjoy
this creativity, and this can be a great way for teachers to also practice facilitation (as opposed
to direct instruction), as design projects make it extremely hard to be teacher directed. For
this reason, a design project might be a particularly effective way to encourage a teacher who
struggles with an inquiry approach to instruction to “let go” and focus more on student work
and less on “correct answers”.
• Design is Naturally Collaborative. Unlike finding a scientific fact or truth, design is an
applied task that does not have a correct answer. Rather, it requires compromise from all
involved. The review process necessary for effective design requires feedback for others. As a
result, design tasks often encourage effective collaboration toward an end, though this is one
area where effective facilitation skills are necessary to ensure that feedback is appropriate and
constructive, and that the design process itself, when done in groups, is collaborative in
nature.
• Design is Complex. Unlike scientific investigations that are often seeking to isolate
variables, design often has to deal with multiple variables at one time for a workable solution.
While this can, at times, be to the detriment of student understanding (if they havenʼt worked
out how all of the factors work together, or how the science of a set of factors actually works),
MMSTLC Science Resources (10/07) 1.4 Design-based Student
Investigations
6. it also can get students to begin thinking in systems, rather than individual factors.
• Design Can Fail... And thatʼs okay! Once of the main criticisms of modern instruction in
math and science in the U.S. is that we often focus on just getting the correct answer, and that
coverage of content standards in a short time limits the ability of students to learn from
failure. But, the point of the design cycle itself, and the reason we can go through the cycle
many, many times, is because we can EXPECT failure. What we want is to encourage finding
failure and learning from it, preferably early in the process, so that we donʼt get the tragedies
of projects that have not been thoroughly tested. (think Space Shuttle or Hindenburg, among
others).
• Design is More Authentic. The process of design actually is much closer to the ways in which
we all think, and the ways in which scientists working with authentic problems develop
practices that lead to discoveries. What better way to illustrate to students the kind of work
that an engineer orequiring a design solution.
MMSTLC Science Resources (10/07) 1.4 Design-based Student
Investigations