A Reflection on Project-Based Learning and Inquiry-Based Learning in Design Education
This past term, my 6th grade design class and I embarked on a fascinating journey to explore the human hand and its biomechanics.
The unit started with asking them about how would they answer if a younger child asked them about how does our hand move. The obvious answer and default one was to show how our own hands move. This was fascinating as no one explained or gave any information. When I asked, okay can you tell me how many bones are there?
They began to count and not to my surprise everyone came up with a different number.
The next question was — has anyone ever seen a skeleton model? Everyone answered ‘Yes!’.
So then the next question was — then you must’ve seen the hand, now can you tell us how does the hand move.
Some blank faces and some crooked eyebrows. I reiterate, can you like really explain how does the hand, the fingers move?
This back and forth discussion went on till we reached a point where we all agreed that if there ever was a model of a hand, it never shared any more information than a real human moving their hand. A model would help younger children see how the bones move, where the bones are, how the bones are connected and how do we perform this seemingly simple yet extremely complicated motion.
Our goal was not just to learn about anatomy, but to use that knowledge to design and build a functional, affordable mechanical hand model suitable for educational purposes in resource-limited rural schools.
The unit was structured around both Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) principles, creating a dynamic and engaging learning environment. The real-world challenge of creating an educational tool ignited my students’ curiosity and motivated them to dive deeper into the world of the human hand.
The PBL framework, like most other frameworks, is an excellent way to guide and give educators a clear path. While a lot of overlaps can be found in it with the Design Thinking framework, the authenticity of the challenge resonated with the students. They quickly understood the importance of providing educational tools to under-resourced schools, adding meaning and real-life application to the project from the start.
The curriculum integrated biology, engineering, and design, encouraging interdisciplinary connections. This alignment with the IB MYP Design objectives helped students hone their skills in inquiry, problem-solving, communication, and evaluation.
Enter Design Sprint
Design sprints are an innovative and interesting way to problem-solve complex problems. The emphasis is on quickly sketching and prototyping so that the idea and the subsequent solution can be tested. Sprints offer a great way to undergo quick iteration. Needless to say while this was an individual project, collaboration was inevitable.
Collaboration was a cornerstone of our work. The design sprint format encouraged teamwork, as students brainstormed, prototyped, and tested their models together. Peer feedback fostered a spirit of shared learning and continuous improvement. Students presented their ideas, articulated their design choices, and provided constructive feedback to each other, enhancing their communication skills.
We also embraced the core principles of Inquiry-Based Learning (IBL). Essential questions about hand anatomy and biomechanics set the stage for exploration. This was ever more evident during the research and identifying the need phase where students came up with some questions that appeared impossible to answer. However, after a quick exchange of ideas and a one-to-one conversation with probing, they themselves came up with answers to those questions.
Beyond these initial questions, students were driving their research and fostering a sense of ownership over their learning. They engaged in extensive research to gather data on hand anatomy and mechanical components, which honed their research and information literacy skills. Analyzing existing products deepened their understanding of design principles and informed their own creative solutions. Some bionic arms were analyzed and it helped students understand how complex and intricate it is to move our hands.
Critical thinking was emphasized throughout the project. Students constantly evaluated their design choices, the functionality of their prototypes, and the overall effectiveness of their models. This continuous assessment fostered a growth mindset and a willingness to learn from mistakes. In our design lab, the walls at the entrance read, “ Failure is totally an option”. And we believe strongly in this — fail quickly, fail early, learn from it, move on.
“Failure” became a stepping stone for improvement, as students iterated on their designs based on testing results and feedback.
Some of the biggest challenges the students faced during the project were to figure out a way to not damage or bend the cardboard. Then came using the strings. I was surprised by the research that students had done which showed that they were more than just looking at a YouTube video and copying it. (We had some units where students learned early on that YouTube videos are not really a great source to ‘make’ things as these are edited and compress time for the sake of viewers attention span.
I would modify this unit by extending it slightly more than 2 weeks as most students were only able to submit a bit later than that. Also I feel I would ask them to use different materials than cardboard as some students did explore other materials.
By incorporating PBL and IBL principles, this unit transformed our classroom into a dynamic learning space where students were not just passive recipients of information, but active investigators, designers, and problem-solvers. Design Thinking is where PBL, IBL, and Constructivism all come together. Rather its best to think of Design Thinking as more of multidisciplinary than interdisciplinary.
The culminating project showcased their creativity, critical thinking, and collaborative spirit. I am confident that this experience has not only equipped them with valuable design skills but also fostered a love of learning and a problem-solving mindset (Design Thinking Mindset) that will serve them well in the future.
