ACTION RESEARCH OUTLINE
Project-based learning: Design-thinking making an impact in the CTE classroom
Topic: Emotions students experience when designing a project
I have been teaching for two years and during my short time as a CTE teacher, I have made quite a few observations. However, the one that sticks out the most to me is that the students seem to lack the ability to make connections with their learning. In design thinking project-based learning (design based learning), the opportunity to think beyond themselves, allows students the freedom to create things that are meaningful. The social and emotional piece of learning in design thinking allows students to have a deeper understanding of their creation. Students also realize that seeing things from a different perspective allows them to see something more substantial than themselves. Empathic design awaits designers to be aware and sensitive to individual experiences, needs, desires and emotions of the people they are designing for (Çeviker-Çınar, Mura, & Demirbağ-Kaplan, 2017).
Consideration for the emotional traits in design-thinking,
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Exploration - allows students to instinctively move throughout an unfamiliar lesson
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Experience – making connections during exploration, allowing a more meaningful learning experience
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Enjoy - cultivating questions during exploration, connecting with lessons, and feeding curiosity while learning.
When these components are placed together, I believe it moves the students from going through the motions of completing steps but provides an opportunity to truly connect their interests and passions.
Purpose of study
This study serves two purposes: (1) to determine if students are more empathic when designing a project as opposed to simply following steps to complete a project in the traditional PBL method and (2) to compare emotions students feel in the traditional project-based learning environment with those in the design-thinking project-based learning environment.
Fundamental research question?
How can design thinking (Design-based learning) influence CTE business students to be more empathic?
Research design
In my research, I plan to use both qualitative and quantitative methods. Qualitative measurements are non-numerical and tend to be more open-ended. Conceptually, the data that I collect using the qualitative method will allow me to
understand human behavior as it relates to design-thinking in a project-based CTE business classroom. I have always been intrigued by the psyche when it comes to learning as I watch my students move from project to project in the classroom.
Types of Data
From a quantitative perspective, I am interested in learning the facts about my topic and would like to measure how DBL or PBL learning affects students in CTE. Nevertheless, as a former accountant for 23 years, I understand why facts and numbers matter. Data is important and offers, in my opinion, the most support when researching a topic. Quantitative, unlike qualitative, can be expressed as a number or measured and will also bring more clarity to my research.
How will I measure?
Human understanding and interpretation through the first-hand experience are especially important when conducting research. Additionally, using numerical data to make predictions and establish facts allows for easy measurement. As previously stated, I will use a mixed-method research design, using both qualitative and quantitative methods.
Literature Review
The literature review discussed the effects design thinking has on project-based learning. The review offered consisted of journals, articles, and classroom observations about project-based learning and the consideration of integrating the two together in the CTE classroom.
References
Çeviker-Çınar, G., Mura, G., & Demirbağ-Kaplan, M. (2017). Design thinking: A new road map in business education. The Design Journal, 20(Sup1).doi:10.1080/14606925.2017.1353042