Abstract:

Many students are admitted into engineering universities unprepared for its practical nature of problems which requires using problem solving and critical thinking skills, in addition to knowledge in Mathematics and Science. Those students usually cannot apply abstract concepts to solve real-life engineering problems. In our study, we investigate the impact of design-based learning activities on students and teachers in Qatari Secondary Schools. Design-based learning is a known form of active learning where students conduct, in groups, an activity that promotes learning, problem solving and critical thinking through a design project. The results of this study may help regain the students’ motivation and confidence in becoming engineers in Qatar and worldwide.

To conduct the study, we designed five design-based learning activities that incorporated scientific concepts taught in Qatari secondary schools. We then conducted four teachers’ workshops to train teachers in the participating schools on these activities. These workshops were delivered in the same way as teachers would to their students. The teachers then held several students’ workshops in the Qatari boys and girls high schools, which we observed. To mimic real life situations, the activities were presented within a given scenario; students were given budgetary and time constraints as well as a limited amount of materials. In the scenario, a tsunami hit an island and each activity is required to restore life to the island. After these workshops we collected surveys from the students and teachers and recorded observations of the students performing the activities. To test the effectiveness of these design-based learning activities, we gave the students two problem statements pertaining to the underlying science principle integrated into the design activity. One problem was given before and a slightly different one after conducting the design-based learning activity. We then compared their performance in these two problems.

In this research paper we include the results of the survey data, tests and observations made. We also present a statistical analysis of the collected data to determine the impact of our developed design-based learning on the students, as well as on their interest in pursuing an engineering degree. The collected results have been positive response. Based on our preliminary results, we encourage schools and teachers to incorporate design-based learning activities inside their classrooms.

Keywords:

Critical thinking, design-based learning, secondary schools.