Design-Based Concept Learning in Science and Technology Education (International Technology Education Studies, 17)

Learning concepts is a real challenge for learners because of the abstract nature of concepts. This holds particularly true for concepts in science and technology education where learning concepts by doing design activities is potentially a powerful way to overcome that learning barrier. Much depends, however, on the role of the teacher.

Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work. The chapters contain studies from a variety of topics and concepts in science and technology education. So far, studies on design-based learning have been published in a variety of journals, but never before were the outcomes of those studies brought together in one volume. Now an overview of insights about design-based concept learning is presented with expectations about future directions and trends.

Ineke Henze is an assistant professor of Science Education at Delft University of Technology, the Netherlands. Her research interests focus on teacher professional knowledge and skills (including PCK) and student learning in modern STEM education.
Marc J. de Vries is professor of Science Education and professor of Christian Philosophy of Technology at Delft University of Technology, the Netherlands. He is also the current editor-in-chief of the International Journal of Technology & Design Education.