A sampled literature review of design-based learning approaches: a search for key characteristics
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Barrows, H. S. (1985). How to design a problem-based curriculum for the preclinical years. New York: Springer.
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Chang, G.-W., Yeh, Z.-M., Pan, S.-Y., Liao, C.-C., & Chang, H.-M. (2008). A progressive design approach to enhance project-based learning in applied electronics through an optoelectornic sensing project. IEEE Transaction on Education, 51(2), 220–233.
Cheville, R. A., McGovern, A., & Bull, K. S. (2005). The light applications in science and engineering research collaborative undergraduate laboratory for teaching (LASE CULT)—Relevant experiential learning in photonics. IEEE Transactions on Education, 48(2), 254–263.
Chinowsky, P. S., Brown, H., Szjnman, A., & Realph, A. (2006). Developing knowledge landscapes through project-based learning. Journal of Professional Issues in Engineering Education and Practice, 132(2), 118–124.
Clyde, S. W., & Crane, A. E. (2003). Design-n-code fests. Computer Science Education, 13(4), 289–303.
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De Graaff, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19(5), 657–662.
De Grave, W. S., Boshuizen, H. P. A., & Schmidt, H. D. (1996). Problem based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24(5), 321–341.
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Doppelt, Y. (2009). Assessing creative thinking in design-based learning. International Journal of Technology and Design Education, 19(1), 55–65.
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), 22–39.
Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103–120.
Dym, C. L., & Little, P. (2009). Engineering design: A project-based introduction. New York: Wiley.
Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. E. (2010). Design and reflection help students develop scientific abilities: Learning in introductory physics laboratories. Journal of the Learning Sciences, 19(1), 54–98.
Etkina, E., Murthy, S., & Zou, X. (2006). Using introductory labs to engage students in experimental design. American Journal of Physics, 74(11), 979–986.
Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Rachel Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41(10), 1081–1110.
Geber, E. (2010). Learning to waste and wasting to learn? How to use cradle to cradle principles to improve the teaching of design. International Journal of Engineering Education, 26(2), 314–323.
Gijbels, D., van de Watering, G., & Dochy, F. (2005). Integrating assessment tasks in a problem-based learning environment. Assessment and Evaluation in Higher Education, 30(1), 73–86.
Gómez Puente, S. M., van Eijck, M., & Jochems, W. (2011). Towards characterizing design-based learning in engineering education: A review of the literature. European Journal of Engineering Education, 36(2), 137–149.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hirsch, P. L., Shwom, B. L., Yarnoff, C., Anderson, J. C., Kelso, D. M., Olson, G. B., et al. (2001). Engineering design and communication: The case for interdisciplinary collaboration. International Journal of Engineering Education, 17(4 and 5), 342–348.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
Jacobson, M. L., Said, R. A., & Rehman, H. (2006). Introducing design skills at the freshman level: Structured design experience. IEEE Transactions on Education, 49(2), 247–253.
Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61–79.
Jonassen, D., Strobel, J., & Lee, B. C. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95(2), 139–151.
Kalkani, E. C., Boussiakou, I. K., & Boussiakou, L. G. (2005). The paper beam: Hands-on design for team work experience of freshman in engineering. European Journal of Engineering Education, 30(3), 393–402.
Kimmel, S. J., & Deek, F. P. (2005). Using a problem-solving heuristic to teach engineering graphics. International Journal of Mechanical Engineering, 32(2), 135–146.
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Kolodner, J. (2002). Learning by design™: Iterations of design challenges for better learning of science skills. Cognitive Studies, 9(3), 338–350.
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Kundu, S., & Fowler, M. W. (2009). Use of engineering design competitions for undergraduate and capstone projects. Chemical Engineering Education, 43(2), 131–136.
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press.
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Lee, C.-S., Su, J.-H., Lin, K.-E., Chang, J.-H., & Lin, G.-H. (2010). A project-based laboratory for learning embedded system design with Industry support. IEEE Transactions on Education, 53(2), 173–181.
Linge, N., & Parsons, D. (2006). Problem-based learning as an effective tool for teaching computer network design. IEEE Transactions on Education, 49(1), 5–10.
Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411–427.
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Maase, E. L. (2008). Activity problem solving and applied research methods in a graduate course on numerical methods. Chemical Engineering Education, 42(1), 23–32.
Macías-Guarasa, J., Montero, J. M., San-Segundo, R., Araujo, A., & Nieto-Taladriz O. (2006). A project-based learning approach to design electronic systems Curricula. IEEE Transactions on Education, 49(3), 389–397.
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McKenna, A., Colgate, J. E., Carr, S. H., & Olson, G. B. (2006). IDEA: Formalizing the foundation for an engineering design education. International Journal of Engineering Education, 22(3), 671–678.
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Mehalik, M. M., & Schunn, C. (2006). What constitutes good design? A review of empirical studies of design processes. International Journal of Engineering Education, 22(3), 519–532.
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