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

结果表明，可持续发展的建构主义设计如何形成为（1）建立作为连接学生，环境和社区的一部分的方式，（2）学生一起工作和与同龄人合作的空间，以及（3）学生与他们曾经认为不能自己解决的问题联系的形式。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，一群制药科学和经济学的学生制作了“BraceMed”-一个带有3D打印药盒的手工手镯-让成员的祖母记得服药。研究小组是在得知这位祖母因缺药而患上高血压后想出这个主意的。一起制作和设计手镯也是一种快乐的家庭活动。最后，学生们反思他们的成就和他们实现可持续发展目标的部分-以创造性的精神和创新的驱动力做有用的解决方案。我们相信，可持续发展的建构主义设计是可能的，当学生发展的问题和他们的社区内的人的连接。此外，学习环境必须鼓励学生设计和实验新的想法。学生可以通过协作设计对他们的社区和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.