Student-Generated Design

Description of Task Force

Student-generated designs refers to a family of research that leverages students’ ideas, representations and solutions as the basis for the design of teaching and learning. This focus seeks to illuminate theory and practice related to “student-centric” teaching and learning in classrooms.

Design-based research is integral to efforts to develop student-generated designs. This research methodology articulates principles and practices important for the design of learning in school-based interventions; and refines and improves them together with the associated classroom interventions through multiple iterations of the design.

The programme of research for student-generated designs includes:

  • Design of instruction that builds on students’ initial representations and solutions to problems for disciplinary learning (e.g., designing for Productive Failure).
  • Design of supports for teachers that enable them to analyse and leverage students’ understandings for teaching and learning (e.g., building on teachers’ knowledge about students’ language-related challenges in Science).
  • Design of learning environments that support classroom communities (teachers and students) working collectively to create knowledge and make meaning (e.g., design for the enactment of the Knowledge Building Communities model).
  • Design of classroom culture to create a safe space for students to generate and explore ideas, positively motivate students, and enhance their sense of well-being (e.g., positive psychology intervention for at-risk students)

List of team members:

List of team members' publications related to the research theme:

  • Manu Kapur
    • Kapur, M. (2012). Productive failure in learning the concept of variance. Instructional Science. 40(4), 651–672.
    • Kapur, M., & Bielaczyc, K. (2012). Designing for productive failure. The Journal of the Learning Sciences, 21(1), 45–83.
    • Kapur, M. (2013). Comparing learning from productive failure and vicarious failure. The Journal of the Learning Sciences. doi: 10.1080/10508406.2013.81900
    • Kapur, M. (2014). Productive failure in learning math. Cognitive Science. doi: 10.1111/cogs.12107
  • Seah Lay Hoon
    • Seah, L. H., Clarke, D. J., & Hart, C. (2014). Understanding the language demands on science students from an integrated science and language perspective. International Journal of Science Education, 36(6), 952–973

List of projects from this research group: