The role of learning style in engineering design thinking via project-based STEM course
Abstract
Engineering design thinking is at the core of engineering competence. Project-Based learning (PjBL) about Science, Technology, Engineering, and Mathematics (STEM), which is based on engineering design, has brought enormous success in students’ gaining and applying knowledge about STEM subjects. However, there are few studies on the perceived improvement in engineering design thinking and the possible role that learning style (LS) plays. We implemented PjBL-STEM classes to enable students to design and build a water tower using a truss tower structure that can withstand earthquakes. Constraints such as height, load weight, tower weight, and degree of earthquake withstanding were included. A total of 137 Taiwanese students participated in this course and employed a Gregorc learning style delineator to determine their learning preferences. A pre-test and post-test on perceived engineering design thinking performance was also undertaken. Students demonstrated significant improvements in their perceived engineering design thinking. Additionally, abstract-type learners had greater perceived improvement than concrete-type learners from the PjBL-STEM course. We suggest that different pedagogical methods should be utilized to provide equal opportunities for each student.
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Medium-duration studies of 5-15 weeks demonstrated that integrating DT into STEM education significantly enhanced students' STEM competence, intrinsic motivation, and cognitive engagement.
“Medium-duration studies (5-15 weeks) demonstrated that integrating DT into STEM education significantly enhanced students'STEM competence, intrinsic motivation, and cognitive engagement (Chang & Yen, 2021;He et al., 2023;Ng & Fergusson, 2020).”
From A meta-analysis to explore the role of design thinking in enhancing creativity as learning outcomes in STEM education (2026) · cites this paper as Chang & Yen, 2021
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- Authors
- Chang, C.-C., & Yen, W.-H.
- Affiliations
- National Taiwan Normal University (TW)
- Corresponding author
- Yen, Wan-Hsuan
- Venue
- Asia Pacific Journal of Education
- Publisher
- Informa UK Limited
- Published
- 2021-12-21
- Volume
- 43
- Issue
- 4
- Pages
- 1125-1143
- ISSN
- 0129-4776 (ISSN-L)
- 0218-8791
- 1742-6855
- OpenAlex
- W4200405720
- Cited by
- 22
- References
- 62
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 4 · 2023: 5 · 2022: 1
- FWCI
- 4.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Asia Pacific Journal of Education (publishedVersion)
- Funders
- Ministry of Science and Technology, Taiwan
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
- Keywords
- learning styles, engineering design thinking, project-based learning, STEM education, engineering competencies, student perceptions
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