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The purpose of this research is to determine the competencies required by non-design-trained high school teachers to effectively facilitate design-based complex problem-solving projects in an inquiry-... based subject offered in high school education. Using a Japanese high school as a case study, it was believed that a clear understanding of the objectives and the expected learning outcomes for each stage of the design-based process is necessary to develop the design literacy necessary to evaluate and critique students’ progress in the design-based project. In addition, the development of design literacy may enhance teachers’ content knowledge in the design process. These competencies will in turn develop the teachers’ abilities associated with pedagogical literacy to read, understand, evaluate and modify existing instructional materials to better facilitate the design-based project.続きを見る
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