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Changes in Students' Design-Thinking Mindsets after Design- Based Learning with Respect to Gender and Prior Experiences in Design.

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Title: Changes in Students' Design-Thinking Mindsets after Design- Based Learning with Respect to Gender and Prior Experiences in Design.
Authors: Phothong, Wilawan1 wilawan.ph@up.ac.th, Chaimongkol, Jiraporn2 kunjira7@gmail.com, Ladachart, Luecha3 ladachart@gmail.com
Source: Journal of Technology Education. Spring2023, Vol. 34 Issue 2, p4-21. 18p.
Subjects: Gender differences (Sociology), Wilcoxon signed-rank test, Mann Whitney U Test
Abstract: This study examines the influence of design-based learning on 25 eighthgrade students' design-thinking mindsets, that is, on the mental outlook that they adopt habitually when they engage in design thinking. It also compares changes in design-thinking mindsets across individuals of different genders and different levels of experience in design. We collected data by using a self-reported Likertscale questionnaire. We used Wilcoxon signed-rank tests to compare the students' design-thinking mindsets before and after design-based learning. We utilized Mann-Whitney U tests to identify differences between male and female students and between students with different levels of prior experience. The results indicate that the influence of design-based learning on design-thinking mindsets depends on gender and prior experience Careful scaffolding is necessary to enable all students to develop their design-thinking mindsets when they collaborate in design-based learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Technology Education is the property of Journal of Technology Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Changes in Students' Design-Thinking Mindsets after Design- Based Learning with Respect to Gender and Prior Experiences in Design.
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  Data: <searchLink fieldCode="AR" term="%22Phothong%2C+Wilawan%22">Phothong, Wilawan</searchLink><relatesTo>1</relatesTo><i> wilawan.ph@up.ac.th</i><br /><searchLink fieldCode="AR" term="%22Chaimongkol%2C+Jiraporn%22">Chaimongkol, Jiraporn</searchLink><relatesTo>2</relatesTo><i> kunjira7@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ladachart%2C+Luecha%22">Ladachart, Luecha</searchLink><relatesTo>3</relatesTo><i> ladachart@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Technology+Education%22">Journal of Technology Education</searchLink>. Spring2023, Vol. 34 Issue 2, p4-21. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Wilcoxon+signed-rank+test%22">Wilcoxon signed-rank test</searchLink><br /><searchLink fieldCode="DE" term="%22Mann+Whitney+U+Test%22">Mann Whitney U Test</searchLink>
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  Data: This study examines the influence of design-based learning on 25 eighthgrade students' design-thinking mindsets, that is, on the mental outlook that they adopt habitually when they engage in design thinking. It also compares changes in design-thinking mindsets across individuals of different genders and different levels of experience in design. We collected data by using a self-reported Likertscale questionnaire. We used Wilcoxon signed-rank tests to compare the students' design-thinking mindsets before and after design-based learning. We utilized Mann-Whitney U tests to identify differences between male and female students and between students with different levels of prior experience. The results indicate that the influence of design-based learning on design-thinking mindsets depends on gender and prior experience Careful scaffolding is necessary to enable all students to develop their design-thinking mindsets when they collaborate in design-based learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Technology Education is the property of Journal of Technology Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Spring2023
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