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首页> 外文期刊>Design and technology education: An international journal >System Design As A Three-Phase Dual-loop (TPDL) Process: Types of knowledge-applied sources of feedback, and student development as independent learners
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System Design As A Three-Phase Dual-loop (TPDL) Process: Types of knowledge-applied sources of feedback, and student development as independent learners

机译：作为三相双环（TPDL）过程的系统设计：知识应用的反馈源的类型以及作为独立学习者的学生发展

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摘要

This 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 instrumentation-driven feedback loop. It was found that the design of a real-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.
机译：这项研究旨在探讨高中生如何处理信息系统的设计，例如，为小型企业或医疗诊所设计的信息，学生在开展项目时发展为独立学习者的程度，以及有助于或阻碍其发展的因素。培养学生的设计技巧。提出了系统设计的三相双环（TPDL）模型，该模型由概念设计，结构设计和详细设计组成，包括人为驱动的反馈回路和仪表驱动的反馈回路。研究发现，对于高中生来说，现实生活系统的设计是一项复杂的任务，因为它需要整合概念性知识，主要是在定义系统目标和计划其总体结构以及过程性知识的阶段，在处理详细的设计，实施和测试阶段。在学校中，常见的情况是学生使用程序知识进行学习和练习，而获得概念知识则是一个长期的过程。因此，至关重要的是让学生参与从学校早期开始就越来越复杂的设计任务，以使他们能够积累经验并构建自己对系统设计各个阶段的知识。

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