Kyushu University Academic Staff Educational and Research Activities Database
List of Papers
LOH LEON Last modified date:2018.05.11

Assistant Professor / Department of Environmental Design / Faculty of Design


Papers
1. LOH W.L.L., KWEK H.M.G., LEE W.L., Re-clarifying design problems through questions for secondary school children: An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education. Proceedings of IASDR 2017 Re:Research, 31 Oct – 3 Nov 2017. doi:10.7945/C2K67C, doi:10.7945/C2K67C, 2017.11, [URL], It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analysed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: 1) questions can be a useful tool to facilitate a better understanding of the design problem. 2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. 3) It is important that students are given time and opportunity to find out the problems by themselves. 4) Teachers can be important role models as students may pick up questioning techniques from teacher-student discussions. 5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education..
2. LOH W.L., KWEK, H.M.G, LEE W.L., Developing the foundations of a critical and creative mind to drive future innovations through pre-tertiary design education. Proceedings of the 2017 International Conference on Innovation, Management and Industrial Engineering, 88-106, 8 August – 10 August 2017., 3, 1, 88-106, 2017.08, Critical thinking and creativity are two of the four skills generally regarded as 21st century skills and are important aspects of innovation. Using the secondary two Design and Technology (D&T) coursework in Singapore as an example, the current study aims to identify and highlight learning experiences in D&T that may develop critical thinking and creativity. A qualitative approach is adopted in this study to identify key learning experiences that will contribute to the development of critical thinking and creativity. Design journals done by the students were analysed and supplemented by hearing survey with the teacher in-charge. From the findings, students were engaged in real life authentic problem solving and were constantly engaged into using higher order thinking skills, divergent and convergent thinking to explore, analyse and evaluate their options towards the final solution. These activities are critical to the development of critical thinking and creativity. As a form of human resource development, it is believed that subjects such as D&T has an important role to play to develop the foundations of an innovative mind that is important to confront and navigate the problems and complexities in the current time and beyond..
3. LOH W.L.L., KWEK H.M.G, LEE W.L., Design Thinking in Pre-Tertiary Design Education: An Example Based on Design and Technology Study in Singapore Secondary School. Proceedings of IASDR 2015 Interplay, 1322-1349, 2 November – 5 November 2015., 2015.11.
4. LOH W.L., ISHIMURA S., The Diverse and Integrative Nature of Product Design Curriculum (II), Bulletin of Japan Society for the Science of Design (JSSD), Vol. 60, No.2, 47-56, 2013, 2013.09.
5. LOH W.L., ISHIMURA S., The Diverse and Integrative Nature of Product Design Curriculum (I), Bulletin of Japan Society for the Science of Design (JSSD), Vol. 59, No.5, 1-10, 2013., 2013.03.
6. LOH W.L., ISHIMURA S., Characteristics and Transitions of Product Design Curriculum in Japan Between the 1970s and 2000s, International Association of Societies of Design Research (IASDR) 2011 DELFT, Diversity and Unity, 4th World Conference on Design Research, Paper 474, 1-10, 31 October – 4 November 2011., 2011.10.
7. LOH W.L., ISHIMURA S., The Characteristics of Product Design Education Curriculum in Japan, CONNECTED 2010-2nd International Conference on Design Education, Paper 405, 28 June - 1 July 2010., 2010.06, [URL].