The role of learning style in engineering design thinking via project-based STEM course

Chi Cheng Chang, Wan Hsuan Yen*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

Engineering design thinking is at the core of engineering competence. Project-Based learning (PjBL) about Science, Technology, Engineering, and Mathematics (STEM), which is based on engineering design, has brought enormous success in students’ gaining and applying knowledge about STEM subjects. However, there are few studies on the perceived improvement in engineering design thinking and the possible role that learning style (LS) plays. We implemented PjBL-STEM classes to enable students to design and build a water tower using a truss tower structure that can withstand earthquakes. Constraints such as height, load weight, tower weight, and degree of earthquake withstanding were included. A total of 137 Taiwanese students participated in this course and employed a Gregorc learning style delineator to determine their learning preferences. A pre-test and post-test on perceived engineering design thinking performance was also undertaken. Students demonstrated significant improvements in their perceived engineering design thinking. Additionally, abstract-type learners had greater perceived improvement than concrete-type learners from the PjBL-STEM course. We suggest that different pedagogical methods should be utilized to provide equal opportunities for each student.

Original languageEnglish
Pages (from-to)1125-1143
Number of pages19
JournalAsia Pacific Journal of Education
Volume43
Issue number4
DOIs
Publication statusPublished - 2023

Keywords

  • Design Thinking
  • Engineering
  • Engineering Design
  • Engineering Design Thinking
  • Gregorc Style Delineator
  • Mathematics)
  • PjBL (Project-Based Learning)
  • STEM (Science
  • Technology
  • Truss Tower

ASJC Scopus subject areas

  • Education

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