Design-based thinking develops student-based learning by encouraging students to evaluate and analyse a problem to form a solution. The main phases of design based thinking include; discovery, interpretation, ideation, experimentation and evolution (IDEO, 2011) to assimilate complex concept in learning. A student-based methodology encourages students to develop innovative ways to overcome a task where there isn’t a single attainable ‘correct’ answer (Bower, 2017) . This methodology improves understanding and acquisition of learning aligning teachers and students needs, a well as, developing cognitive problem-solving skills (Wang & Hannafin., 2005). 

This week we investigated the use of design-based thinking within students, cultivating creative thinking that supports the application and integration of knowledge (IDEO., 2011). This task allows students to develop task solutions alligning with the interpretation of the criteria (Jonassen et al., 2008). David started the lesson by tasking us each with simple design criteria:

“Create a controlled watering system using a micro:bit which can monitor the moisture of the soil and adjust watering once the soil is sufficiently wet”. 

David Gover, 2019

This daunting task left us armed with cups, rubber bands, sticks, tape, a micro:bit, a servo, and a pedagogical clue; that this task displayed the key characteristics of design-based thinking (IDEO., 2011). 

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• The first step requires students to research and understand the learning outcome, David, our wonderful tutor encouraged us to inquire into other water movement procedures. This allows students to develop an understanding and to assimilate prior knowledge of topics  (van Haren, 2010). 
• Interpretation, the methody required a controlled amount of water required further refinement from just tipping the cup over. This step within the lesson caused some issues due to the interpretation. This highlighted how important it is to state clear criteria and scaffolding, this will foster interpretation whilst meeting the design brief  (van Haren, 2010).  
• The ideation step requires students to brainstorm ideas, through design and refinement in both the micro:bit and mechanism efficacy of a product can be increased. 
• Experimentation! As a hopeful science teacher, this was by far my favourite part. This step includes all the acquired knowledge and implements procedural knowledge within the classroom. Most of all, it’s fun! This increases engagement and desire to learn (Doppeltet al, 2008).
• The final step is evolution, this step links back to refinement increasing reflective practices in students. This step includes the development of further applications and develops lateral thinking within a student (Bower, 2017). 

References:

•Luarillard, D. (2012). Teaching as a design science. Patterns and principles for learning and technology. NY: Routledge

•Bower, Matt. Design of Technology-Enhanced Learning : Integrating Research and Practice, Emerald Publishing Limited, 2017. Chapter 6

•Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development. Educational Technology Research and Development, 53(4), 5-23.

•IDEO (2012). Design Thinking for Educators (2nd Edition)

•van Haren, R. (2010). Engaging learner diversity through learning by design. E-Learning and Digital Media, 7(3), 258-271

•NSW Education Standards Authority. (2019). Science k-10 syllabus.

•Doppelt, Y.,Mehalik, M. M., Schunn, C. D., Silk, E.; Krysinski, D. (2008). Engagement and Achievements: A case study of design-based learning in a science context. Journal of Technology Education, 19(2), pp. 22-39.