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It proposes a three-phase dual-loop (TPDL) model combining a human-driven and an instrumentation-driven feedback loop across conceptual, structural, and detailed design. Findings show real-life design is complex because it requires integrating conceptual knowledge with procedural knowledge, suggesting earlier, progressively complex design tasks to build lasting design competence.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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development as independent learners  \nProfessor Moshe Barak, Department of Science and Technology Education, Ben Gurion University of the Negev, Israel  \nRESEARCH  \n32  \nAbstract  \nThis study aimed at exploring how high school students deal with designing an information system, for example, for a small business or a medical clinic, the extent to which students develop as independent learners while working on their projects, and the factors that help or hinder fostering students’ design skills. The three-phase dual-loop (TPDL) model for system design is proposed, according to which design consists of conceptual design, structural design and detailed design, and includes a human-driven feedback loop and an instrumentationdriven feedback loop. It was found that the design of areal-life system is a complicated task for high school students because it requires the integration of conceptual knowledge, primarily in the phase of defining a system’s objectives and planning its general structure, and procedural knowledge, for example, in the phase of handling the detailed design, implementation and testing. The common situation in schools is that students learn and practice using procedural knowledge, whereas achieving conceptual knowledge is a long-term process. Therefore, it is essential to engage students in design tasks of increasing complexity from early stages in school in order to enable them to accumulate experience and construct their own knowledge about all phases of system design.  \nKey words  \nsystem design, information system, conceptual and procedural knowledge  \nIntroduction  \nTeaching design concepts lies at the heart of technology and engineering in many countries including the United States, Britain, Australia and Israel. For example, in an international research study recently conducted by Hacker, De Vries and Rossouw (2009), technology education experts worldwide gave the highest average grades to the concepts of design (as a verb) and systems as being central to technology and engineering education. In highschool, engaging students in design often takes place in the context of developing advanced technological systems in varied areas such as control systems, robotics and computer sciences. Moreover, learning design, by nature, is frequently project-based. Namely, the students learn design concepts by developing artifacts and systems aimed at solving particular problems or answering the needs of an individual or of society. Applying this teaching-  \nlearning method in school, however, is a rather challenging task for both the teachers and the students since projectbased learning requires shifting most of the responsibility for learning from the instructor to the learner, which is unusual in conventional K-12 schooling. Moreover, as Fincher and Petre (1998) specifically mention, managing project work in computer sciences is particularly problematic because these projects are often complex, combining design, human communication, humancomputer interaction and technology to satisfy human, organisational and technical demands. Nevertheless, many Israeli computer science teachers encourage their students to prepare a graduating project in their final year of highschool. In these projects, students deal with the task of designing an information system for a customer, such as a small business or a medical clinic. This paper addresses a research study aimed at exploring how students deal with an open-ended design task, to what extent, ifat all, engaging learners in a relatively complex assignment of system design contributes to their development as independent learners, and what are the factors that foster or impede this process.  \nConceptual Framework  \nLearning to design and project-based learning in the light of learning theories  \nThe psychological and educational literature of the past halfa century has be","cbCaiujDA9rgIUPJ","https://ap.wps.com/l/cbCaiujDA9rgIUPJ","pdf",165112,12,"English","# Abstract\n# Introduction\n# Conceptual Framework\n## Learning to design and project-based learning in the light of learning theories\n## Problem-based learning (PBL) and its competencies","[{\"question\":\"What does the TPDL model propose for system design?\",\"answer\":\"The TPDL model describes system design as three phases—conceptual, structural, and detailed design—supported by two feedback loops: a human-driven loop and an instrumentation-driven loop.\"},{\"question\":\"Why is designing real-life systems difficult for high school students?\",\"answer\":\"It is complicated because students must integrate conceptual knowledge (e.g., defining objectives and planning structure) with procedural knowledge (e.g., detailed design, implementation, and testing).\"},{\"question\":\"How can schools better support students in system design?\",\"answer\":\"Schools should engage students in design tasks of increasing complexity from early stages so they can accumulate experience and build their own knowledge across all phases of system design.\"}]","System Design As A Three-Phase Dual-loop (TPDL) Process - Types of knowledge-applied sources of feedback, and student development as independent learners | PDF",1792092903]