Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context

A team of researchers (all at the University of Pittsburgh) put together a study on Design-Based Learning in a Science Context. They share that unlike the great majority of industrialized nations in the world, K-12 education in the U.S. places very little emphasis on design and technology.

They expand an understanding of the new development, under the general name of Design-Based Learning (DBL), that is attempting to address this problem (Kolodner, et al.,1998; Rivet & Krajcik, 2004).