Culturally Relevant Constructionist Design for ESD: Innovation-driven Education for Sustainable Development

结果表明，建构主义可持续发展设计是如何形成的：(1)将制造作为连接学生、环境和社区的一部分；(2)为学生提供共同工作和与同龄人合作的空间；(3)为学生提供与他们曾经认为自己无法解决的问题建立联系的形式。学生们展示了他们在解决日常环境和社会问题方面的创造性和创新性。例如，一群药学和经济学专业的学生制作了一款名为“BraceMed”的手镯，上面有一个3D打印的柱子，供一名会员的祖母记住服药。团队在了解到这位祖母因缺药而患高血压后萌生了这个想法。一起制作和设计手镯也是一种欢乐的家庭活动。最后，学生们反思自己在实现可持续发展目标方面的成就和作用--以创造性的精神和创新的动力制定有用的解决方案。我们相信，当学生与社区内的问题和人建立联系时，可持续发展的建构主义设计是可能的。此外，学习环境必须鼓励学生设计和试验新的想法。学生可以通过协作设计对他们的社区和他们自己产生影响的解决方案来增强能力。

The results show how Constructionist Design for Sustainable Development takes shape as a (1) way of establishing making as a part of connecting students, environment, and community, (2) space for students to work together and collaborate with peers, and (3) form for the students to connect with the problem that they once thought couldn’t be solved by themselves. Students showcased their creative and innovative nature in tackling everyday environmental and social problems. For example, a group of pharmaceutical science and economics students made "BraceMed" - a handmade bracelet with a 3D printed pillbox - for a member's grandmother to remember to take medication. The team came up with the idea after learning about the grandmother's high blood pressure due to missing medicine. Making and designing a bracelet together also serves as a joyous family activity. Finally, students reflect on their accomplishments and their parts to achieve the Sustainable Development Goals - doing useful solutions with a creative spirit and drive for innovation. We believe that Constructionist Design for Sustainable Development is possible when students develop connections to the problems and people within their community. Additionally, the learning environment must encourage the students to design and experiment with new ideas. Students can be empowered by collaboratively designing solutions that have an impact on their community and themselves.