This study aims to clarify the necessary interventions to support Japanese high school teachers in facilitating problem identification and ideation in design-based learning. The SDGs Challenge Project in Fukosho High School was studied as a case study. This study analysed teachers' feedback before programme implementation and post-lesson surveys. The findings suggested that professional development for teachers before implementing the programme is necessary. Such professional development should focus on developing pedagogical competencies required to lead the design process, abilities to provide students with just-in-time knowledge and skills, and a good understanding of the nature of the design process.
|ホスト出版物のタイトル||Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022)|
|出版ステータス||出版済み - 9月 8 2022|