A comparative study of teachers´ perceptions of design-based learning

Abstract

Design-based learning (DBL) is an instructional approach in which students gather and process theoretical knowledge while working in the design of artifacts, systems and innovative solutions in project settings. In the context of secondary education, DBL has been used as an educational form to teach sciences. However, there is little investigated empirically about the characteristics of design-based learning in higher education, and more specifically, in engineering study programs. The aim of this study is to examine whether the characteristics of design-based learning theorized along five dimensions, e.g. projects’ characteristics, social context, teachers’ role, assessment, and design elements are present in engineering education programs in international universities. For our comparative study we have selected different engineering study programs in three technical universities in The Netherlands, Portugal and in Brazil. We have conducted a quantitative survey to gather the teachers’ perceptions on the DBL five dimensions. Results show that the DBL dimensions are identified at the engineering programs of the three technical international universities. Conclusions of this comparative study of design-based learning practices in higher engineering education are representative and may be of interest for other technical universities.