Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context
Open Access
|Mar 2008Abstract
In this study, students were asked to build engineering prototypes, typically working in teams to solve real design problems, following an authentic, reflective engineering design process. The findings presented two aspects of learning: engagement and achievement. Engagement has the potential to highlight students’ performance in a way that standardized assessment methods do not reveal.
DOI: https://doi.org/10.21061/jte.v19i2.a.2 | Journal eISSN: 1045-1064
Language: English
Page range: 22 - 39
Published on: Mar 22, 2008
Published by: Virginia Tech
In partnership with: Paradigm Publishing Services
© 2008 Yaron Doppelt, Christian D. Schunn, Matthew M. Mehalik, Eli Silk, Denis Krysinski, published by Virginia Tech
This work is licensed under the Creative Commons License.