Tasarım Temelli Öğrenme Alan Yazınının Bibliyometrik ve Tematik Analizi (2015-2025)

Öz

Bu çalışmanın amacı, 2015-2025 arasında yayımlanan Tasarım Temelli Öğrenme (TTÖ) araştırmalarını bibliyometrik ve tematik içerik analizi yöntemleriyle inceleyerek, alandaki durumu ve araştırma eğilimlerini ortaya koymaktır. Araştırma sürecinde, Web of Science (WoS) ve Scopus veri tabanları taranmış; PRISMA metodolojisi ile mükerrer ve alakasız kayıtlar elenmiş ve sonuçta 101 akademik çalışma analize dahil edilmiştir. Veri analizi VOSviewer yazılımı ile gerçekleştirilmiş, bu yazılım kullanılarak bibliyometrik haritalama yapılmış ve öğrenme çıktıları için tematik içerik analizi uygulanmıştır. Bibliyometrik analiz sonuçları, TTÖ yayınlarının 2019 yılından itibaren belirgin bir artış gösterdiğini ve bu artışın 2022 yılında zirveye ulaştığını ortaya koymaktadır. Çalışmaların büyük bir kısmı STEM/Mühendislik eğitimi ve Öğrenme Ortamları ve Araçlar gibi temalar etrafında yoğunlaşmaktadır. Yazar iş birlikleri, çok merkezli ve coğrafi kümelenmelerin olduğu bir yapıyı işaret etmektedir. Tematik içerik analizi, TTÖ uygulamalarında en çok bilişsel çıktılar (problem çözme, yaratıcılık) üzerine odaklanıldığını, ardından duyuşsal (motivasyon) ve becerisel/teknik (prototip oluşturma) çıktılarının takip ettiğini ortaya koymuştur. Sonuçlar, TTÖ’nün son on yılda eğitim araştırmalarında önemli bir yer edinmiş olduğnu ve özellikle STEM ile bilgisayar bilimleri alanlarıyla güçlü bir bağ kurarak disiplinler arası bir yaklaşım olarak geliştiğini göstermektedir. Bu yaklaşım, öğrencilerin problem çözme ve yaratıcılık gibi bilişsel becerilerini, teknik ve sosyal becerilerle birlikte geliştiren bütüncül bir pedagojik model olarak dikkat çekmektedir. Çalışma, TTÖ alanının mevcut durumunu ortaya koyarak gelecekteki araştırmalar için sağlam bir çerçeve sunmayı hedeflemektedir.

Anahtar Kelimeler

• tasarım temelli öğrenme
• bibliyometrik analiz
• tematik analiz
• öğrenme çıktıları
• STEM eğitimi

Bibliometric and Thematic Analysis of the Design-Based Learning Literature (2015-2025)

Öz

The purpose of this study is to examine academic research on Design-Based Learning (DBL) published between 2015 and 2025, using bibliometric and thematic content analysis methods, in order to reveal the current status and research trends in the field. During the research process, the Web of Science (WoS) and Scopus databases were searched and duplicat, and irrelevant records were eliminated using the PRISMA methodology, resulting in the inclusion of 101 academic studies in the analysis. Data analysis was conducted using VOSviewer software for bibliometric mapping, while thematic content analysis was applied to assess learning outcomes. The results of the bibliometric analysis indicate that DBL publications have shown a significant increase since 2019, reaching their peak in 2022. A large portion of the studies concentrated around themes such as "STEM/Engineering Education" and "Learning Environments and Tools." Author collaborations point to a multi-centric structure, with geographical clustering. The thematic content analysis revealed that DBL applications most frequently focus on cognitive outcomes (problem-solving, creativity), followed by affective (motivation) and skill-based/technical (prototyping) outcomes. The findings show that DBL has established a significant presence in educational research over the past decade, particularly by forming strong connections with the fields of STEM and computer science, thus evolving into an interdisciplinary approach. This approach stands out as a holistic pedagogical model that develops students' cognitive skills, such as problem-solving and creativity, alongside technical and social skills. The study aims to present the current state of the DBL field, thereby offering a solid framework for future research.

Anahtar Kelimeler

• design-based learning
• bibliometric analysis
• thematic analysis
• learning outcomes
• STEM education

Kaynakça

1. Ai, X., Jiang, Z., Hu, K., Chandrasekaran, S., & Wang, Y. (2020). Integrating a cross-reference list and customer journey map to improve industrial design teaching and learning in “project-oriented design based learning”. Sustainability, 12(11), 4672. Alarcón, J., Hernández, G., Palma, M., Navarrete, L., & Llorens, A. (2019). Design based-learning: rethinking interaction between teaching and learning in the rural primary education context. EDULEARN19 Proceedings,
2. Azizan, S. A., & Abu Shamsi, N. (2022). Design-based learning as a pedagogical approach in an online learning environment for science undergraduate students. Frontiers in Education,
3. Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2).
4. Bekker, T., Bakker, S., Douma, I., Van Der Poel, J., & Scheltenaar, K. (2015). Teaching children digital literacy through design-based learning with digital toolkits in schools. International Journal of Child-Computer Interaction, 5, 29-38.
5. Bekker, T., Bakker, S., Taconis, R., & van der Sanden, A. (2017). A tool for developing design-based learning activities for primary school teachers. European Conference on Technology Enhanced Learning,
6. Bevčič, M., & Rugelj, J. (2020). Game design based learning of programming for girls. 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO),
7. Bozkurt Altan, E., & Tan, S. (2021). Concepts of creativity in design based learning in STEM education. International Journal of Technology and Design Education, 31(3), 503-529.
8. Bozkurt Altan, E., Yamak, H., Kırıkkaya, E. B., & Kavak, N. (2018). The effect of design based learning on pre-service science teachers’ decision making skills. Universal Journal of Educational Research, 6(12).

9. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
10. Cacciamani, L. (2024). Innovating perception: A design-based learning group project for Sensation and Perception. Visual Cognition, 32(6), 500-515.
11. Chai, C. S., Rahmawati, Y., & Jong, M. S.-Y. (2020). Indonesian science, mathematics, and engineering preservice teachers’ experiences in STEM-TPACK design-based learning. Sustainability, 12(21), 9050.
12. Chandrasekaran, S., & Al-Ameri, R. (2016). Assessing team learning practices in project/design based learning approach. International journal of engineering pedagogy 6, 24-31.
13. Chandrasekaran, S., Littlefair, G., & Stojcevski, A. (2015). The role of the facilitator in a project/design based learning environment. 2015 International Conference on Interactive Collaborative Learning (ICL),
14. Chandrasekaran, S., Long, J. M., & Joordens, M. A. (2015). Evaluation of student learning outcomes in fourth year engineering mechatronics through design based learning curriculum. 2015 IEEE Frontiers in Education Conference (FIE),
15. Clavert, M., & Paloposki, T. (2015). Implementing design-based learning in teaching of combustion and gasification technology. The International journal of engineering education, 31(4), 1021-1032.
16. Çakir, H., Bahadir, H., & Tüfekci, A. (2021). Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments. Designs for Learning, 13(1), 55-70.
17. Danfulani, B. I., & Anwar, M. K. K. (2015). Design-based learning a dichotomy of problem-based learning. Advanced Science Letters, 21(7), 2419-2424.
18. Debije, M. G. (2019). Implementing a practical, bachelor’s-level design-based learning course to improve chemistry students’ scientific dissemination skills. Journal of chemical education, 96(9), 1899-1905.
19. Delen, I., & Sen, S. (2023). Effect of design‐based learning on achievement in K‐12 education: A m eta‐analysis. Journal of Research in Science Teaching, 60(2), 330-356.
20. Delen, I., & Yuksel, T. (2022). Understanding trends in engineering design and design-based learning studies with a bibliometric approach. European Journal of Engineering Education, 47(6), 1380-1398.
21. Diederen, L., Veelenturf, T., Taconis, R., & Bekker, T. (2024). Tools to empower learners in Challenge-Based and Design-Based Learning projects. Proceedings of the 2024 Symposium on Learning, Design and Technology,
22. Fried, E., Martin, A., Esler, A., Tran, A., & Corwin, L. (2020). Design-based learning for a sustainable future: student outcomes resulting from a biomimicry curriculum in an evolution course. Evolution: Education and Outreach, 13(1), 22.
23. Gómez Puente, S. M., van Eijck, M., & Jochems, W. (2015). Professional development for design-based learning in engineering education: a case study. European Journal of Engineering Education, 40(1), 14-31.
24. Gupta, C. (2022). The impact and measurement of today’s learning technologies in teaching software engineering course using design-based learning and project-based learning. IEEE Transactions on Education, 65(4), 703-712.
25. Huang, Z., Peng, A., Yang, T., Deng, S., & He, Y. (2020). A design-based learning approach for fostering sustainability competency in engineering education. Sustainability, 12(7), 2958.
26. Jiang, Z., Chandrasekaran, S., Zhao, G., Liu, J., & Wang, Y. (2020). Teaching towards Design-Based learning in manufacturing technology Course: Sino–Australia joint undergraduate program. Sustainability, 12(9), 3522.
27. Jin, Q., & Ke, L. (2022). Elementary Students’ Epistemic Ideas Within Design-Based Learning Projects. Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 1998-1999,
28. Jun, S., Han, S., & Kim, S. (2017). Effect of design-based learning on improving computational thinking. Behaviour & Information Technology, 36(1), 43-53.
29. Kim, P., Suh, E., & Song, D. (2015). Development of a design-based learning curriculum through design-based research for a technology-enabled science classroom. Educational Technology Research and Development, 63(4), 575-602.
30. La Scala, J., Vonèche-Cardia, I., & Gillet, D. (2023). Digital intervention for collaborative and human-centered activities in design-based learning scenarios. 2023 IEEE international conference on teaching, assessment and learning for engineering (TALE),
31. Ladachart, L., Radchanet, V., Phornprasert, W., & Phothong, W. (2024). Influence of different approaches to design-based learning on eighth grade students’ science content learning and STEM identity. Pedagogies: An International Journal, 19(2), 300-325.
32. Laptev, G., & Shaytan, D. (2022). Co-design-based learning for entrepreneurs in the digital age. Measuring Business Excellence, 26(1), 93-105.
33. Lertcharoenrit, T., Ugsonkid, S., Kityakarn, S., Pimthong, P., & Munprom, R. (2020). Stem activity through design based learning in pm 2.5 crisis for high school. 2020 5th International STEM Education Conference (iSTEM-Ed),
34. Leung, J. K., Chu, S. K., Pong, T. C., & Lavigne, P. D. (2020). The impact of blended design-based learning for multidisciplinary cornerstone design on students’ motivation in engineering. The International journal of engineering education, 37, 550-563.
35. Leung, J. K. L., Chu, S. K. W., Pong, T.-C., Ng, D. T. K., & Qiao, S. (2021). Developing a framework for blended design-based learning in a first-year multidisciplinary design course. Ieee Transactions on Education, 65(2), 210-219.
36. Li, X., Zhang, Y., & Huang, J. (2021). Testing a design-based learning approach to enhance elementary students’ computational thinking with experience-sampling method. Proceedings of the 3rd World Symposium on Software Engineering,
37. Loutfy, H., Osman, Y., Najjar, A., Soufah, M. A., Abd, A., Moussa, S., Selim, M., Daey, M., Haleem, G., & Kerr, T. (2015). Incorporating design-based learning engineering experiences in secondary science subjects in Qatar. INTED2015 Proceedings,
38. Lovejoy, V., Prain, V., Musk, C., Poljak, L., Roberts, D., & Stewart, I. (2021). What teachers learn from science and arts integration in a design-based learning framework: An Australian study. Issues in Educational Research, 31(1), 149-165.
39. Matere, I. M., Weng, C., Astatke, M., Hsia, C.-H., & Fan, C.-G. (2023). Effect of design-based learning on elementary students computational thinking skills in visual programming maker course. Interactive Learning Environments, 31(6), 3633-3646.
40. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks.
41. O’Grady-Jones, M., & Grant, M. M. (2023). Ready coder one: Collaborative game design-based learning on gifted fourth graders’ 21st century skills. Gifted Child Today, 46(2), 84-107.
42. Oo, T. Z., Kadyirov, T., Kadyjrova, L., & Józsa, K. (2024). Design-based learning in higher education: Its effects on students’ motivation, creativity and design skills. Thinking Skills and Creativity, 53, 101621.
43. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., & Brennan, S. E. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. bmj, 372.
44. Panergayo, A. A. E., & Prudente, M. S. (2024). Effectiveness of Design-Based Learning in Enhancing Scientific Creativity in STEM Education: A Meta-Analysis. International Journal of Education in Mathematics, Science and Technology, 12(5), 1182-1196.
45. Peiyuan, L. (2022). Research on Innovation Capability Cultivation Oriented Design-Based Learning: Model and Case of Junior High School Information Technology Curriculum. Journal of Systemics, Cybernetics and Informatics, 20(3), 18-23.
46. Phothong, W., Chaimongkol, J., & Ladachart, L. (2023). Changes in Students’ Design-Thinking Mindsets after Design-Based Learning with Respect to Gender and Prior Experiences in Design. Journal of technology education, 34(2).
47. Rötkönen, E., Winschiers-Theophilus, H., Goagoses, N., Zaman, T., Itenge, H., Tan, D. Y. W., & Sutinen, E. (2022). Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning. IxD&A, 52, 81-100.
48. Sabrowsky, J., Ajmera, B., Rutherford, C., Poplin, A., & Emery, A. (2024). Improving Student Engagement, Achievement, and Motivation Using Game Design-Based Learning in Undergraduate Geotechnical Engineering Classes. Geo-Congress 2024,
49. Saritepeci, M. (2020). Developing computational thinking skills of high school students: Design-based learning activities and programming tasks. The Asia-Pacific Education Researcher, 29(1), 35-54.
50. Scheltenaar, K., van der Poel, J., & Bekker, M. M. (2015). Design-based learning in classrooms using playful digital toolkits. International Conference on Entertainment Computing,
51. Shanta, S., & Wells, J. G. (2022). T/E design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, 32(1), 267-285.
52. Shuman, L. (2022). Design-Based Learning and Student Entrepreneurship: How Learning Design Supports Non-Design Students’ Aspirations. International Conference on Higher Education Advances,
53. Smith, S. (2018). Children’s negotiations of visualization skills during a design-based learning experience using nondigital and digital techniques. Interdisciplinary Journal of Problem-Based Learning, 12(2), 4.
54. Smith, S., Talley, K., Ortiz, A., & Sriraman, V. (2021). You want me to teach engineering? Impacts of recurring experiences on K-12 teachers’ engineering design self-efficacy, familiarity with engineering, and confidence to teach with design-based learning pedagogy. Journal of Pre-College Engineering Education Research (J-PEER), 11(1), 2.
55. Streator, J. (2017). Collaborative Systems for Design-Based Learning. In Digital Tools and Solutions for Inquiry-Based Stem Learning (pp. 61-81). https://doi.org/10.4018/978-1-5225-2525-7.ch003
56. Tan, S. Y., Hölttä-Otto, K., & Anariba, F. (2019). Development and implementation of design-based learning opportunities for students to apply electrochemical principles in a designette. Journal of Chemical Education, 96(2), 256-266.
57. Tang, Y., & Sun, X. (2017). A summary of the research on domestic design based learning. 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016),
58. Tell, J., & Esmaeilzadeh, A. (2024). Design-based learning–reflections from within over the learning principles and outcomes from an applied sustainable development project. In Handbook on Teaching and Learning in Operations Management (pp. 213-232). Edward Elgar Publishing. Tsai, C.-Y., Shih, W.-L., Hsieh, F.-P., Chen, Y.-A., & Lin, C.-L. (2022). Applying the design-based learning model to foster undergraduates’ web design skills: the role of knowledge integration. International Journal of Educational Technology in Higher Education, 19(1), 4.
59. Urrútia, G., & Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina clínica, 135(11), 507-511.
60. Van Diggelen, M., Doulougeri, K., Gomez-Puente, S., Bombaerts, G., Dirkx, K., & Kamp, R. (2021). Coaching in design-based learning: A grounded theory approach to create a theoretical model and practical propositions. International Journal of Technology and Design Education, 31(2), 305-324.
61. Van Zadelhoff, B., Rahimi, E., & Barendsen, E. (2021). Principles to facilitate design-based learning environments for programming in secondary education while making learning visible in an authentic way. Proceedings of the 21st Koli Calling International Conference on Computing Education Research,
62. Wang, D., Luo, L., Luo, J., Lin, S., & Ren, G. (2022). Developing computational thinking: Design-based learning and interdisciplinary activity design. Applied Sciences, 12(21), 11033.
63. Weng, C., Chen, C., & Ai, X. (2023). A pedagogical study on promoting students' deep learning through design-based learning. International Journal of Technology and Design Education, 33(4), 1653-1674.
64. Won, S. G., Evans, M. A., Carey, C., & Schnittka, C. G. (2015). Youth appropriation of social media for collaborative and facilitated design-based learning. Computers in Human Behavior, 50, 385-391.
65. Xiao, D., Bekker, T., Markopoulos, P., & Skovbjerg, H. M. (2022). Requirements and challenges for implementing Design-based learning in kindergarten——A case study in China. Proceedings of the Tenth International Symposium of Chinese CHI,
66. Zhang, F., Markopoulos, P., An, P., & Schüll, M. (2022). Social sharing of task-related emotions in Design-Based Learning: Challenges and opportunities. International Journal of Child-Computer Interaction, 31, 100378.
67. Zhang, F., Markopoulos, P., & Bekker, T. (2018). The Role of Children’s Emotions during Design-based Learning Activity. Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), Funchal, Portugal,
68. Zhang, F., Markopoulos, P., & Bekker, T. (2020a). Children’s emotions in design-based learning: A systematic review. Journal of science education and technology, 29(4), 459-481.
69. Zhang, F., Markopoulos, P., & Bekker, T. (2020b). Emotion awareness in design-based learning. 2020 IEEE frontiers in education conference (FIE),
70. Zhang, F., Markopoulos, P., Bekker, T., Paule-Ruíz, M., & Schüll, M. (2022). Understanding design-based learning context and the associated emotional experience. International Journal of Technology and Design Education, 32(2), 845-882.
71. Zhang, F., Markopoulos, P., Bekker, T., Schüll, M., & Paule-Ruíz, M. (2019). EmoForm: capturing children's emotions during design based learning. In Proceedings of fablearn 2019 (pp. 18-25).
72. Zhang, F., Markopoulos, P., Biekens, P., Peeters, L., & Bekker, T. (2020). Understanding learning and emotions in Design-Based Learning: what and why crucial to be considered. Proceedings of the FabLearn 2020-9th Annual Conference on Maker Education,
73. Zhang, X., Ma, Y., Jiang, Z., Chandrasekaran, S., Wang, Y., & Fonkoua Fofou, R. (2021). Application of design-based learning and outcome-based education in basic industrial engineering teaching: A new teaching method. Sustainability, 13(5), 2632.
74. Zhang, Z., Bekker, T., Markopoulos, P., & Brok, P. d. (2018). Children’s reflection-in-action during collaborative design-based learning. International Conference on Interactive Collaborative Learning,
75. Zhang, Z., Bekker, T., Markopoulos, P., & Skovbjerg, H. M. (2024). Supporting and understanding students’ collaborative reflection-in-action during design-based learning. International Journal of Technology and Design Education, 34(1), 307-343.