Multidimensional Characteristics of Design-Based Engineering Learning: A Grounded Theory Study

Abstract

Design-based engineering learning is an important learning model in the field of engineering education research, and also an important embodiment of sustainable development engineering education. At present, the research is still in the stage of conceptual discussion, and its connotation has not been effectively clarified. In order to construct a theoretical model of design-based engineering learning, this study adopted grounded theory to carry out exploratory research. First, we selected the advanced class of engineering education in Chu Kochen Honors College of Zhejiang University as a follow-up case, conducted interviews with front-line teachers and students, and collected relevant data; second, we adopted the three-level coding technology of open coding-axis coding-selective coding and used NVivo software to extract concept categories from open codes, and established the connection between categories through the axis coding; and finally, multidimensional ideas were developed through core categories, including design practice, interactive reflection, knowledge integration, and circular iteration. The multidimensional conception of design-based engineering learning constructed in this study aims to provide theoretical support for promoting engineering education research. At the same time, it puts forward some useful suggestions on the training of engineering talents for sustainable development in practice.