Requirements and Challenges in implementing Design-based learning in kindergarten - A case study in China

Design-based learning (DBL) is an inquiry-based learning method suitable to help children learn 21st century skills. It fits the way that children learn new things and skills. However, these novel teaching approaches can lead to challenges for teachers. So far, limited attention has been given to study teachers implementing DBL in kindergarten. To understand how tools can support teachers, it is important to understand what challenges they face. This paper presents an exploratory study involving two course designers collaborating with a formal-school teacher implementing DBL with 57 kindergarten students. From the study, we find that the challenges they perceived highly depend on their knowledge background. Thus, we introduce a framework called the DBL teacher’s competency model and draw the connection between the knowledge required for teachers to implement DBL and the challenges teachers can experience in both course design and facilitating stages. This in turn provides support for designing educational tools or informing content for teachers’ professional development.