Resumen de Transformative experiences: scaffolding design learning through the vygotsky cycle
The motivation for this work was to create an engineering design course to develop students’ abilities in electronic design. A‘transformative’ design course was created by merging the design process found in most engineering design textbooks with the Vygotskycycle. The Vygotsky cycle, drawn from socio-constructivist theories of learning, describes how both learners and their interpretation ofknowledge are transformed by the learning process. Research identified elements of how students learn design, direct and indirectlearning goals, and project constraints. A course model classified design learning through a taxonomy, identified aspects of designstudents lacked experience in, and scaffolded learning using the Vygotsky cycle. Following implementation of the design course, bothquantitative and qualitative evaluation was used to measure student learning. Evaluation shows that although most of the direct andindirect course goals were met, there are aspects of design that students fail to master.
