九州大学 研究者情報
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基本情報 研究活動 教育活動 社会活動
WEI LEONG, LEON LOH(ワイ リオン ロウ) データ更新日:2021.09.16



主な研究テーマ
•デザイン関連の活動を通じて、問題解決や思考スキルの開発
キーワード:デザイン思考、推理と反省的思考スキル、デザイン構想、質問技術によるクリティカルシンキングスキルの開発
2015.01.
•デザインコンセプトの形成テクニック
キーワード:デザイン構想、デザインコンセプトに固執することを減らすテクニック
2015.01.
•プロダクトデザインのカリキュラム
キーワード:プロダクトデザインのカリキュラムの企画開発フレームワーク
2015.01.
•バイリンガル教育
キーワード:バイリンガル教育プログラム
2015.05~2015.09.
従事しているプロジェクト研究
Effective framework to develop critical and creative thinking in children through design education
2018.04, 代表者:Leon LOH, Kyushu University, Faculty of Design, 九州大学大学院芸術工学研究院.
Re-clarifying Design Problems through Questions for Secondary School Children
2016.05~2017.12, 代表者:LOH WEI LEONG, LEON, Kyushu University, Faculty of Design, Environmental Design
中学校におけるデザイン教育には、学生は効果的なソリューションを提案する課題は、アイデアとソリューションの開発に移る前に、デザインの問題をはっきりと理解することです。本研究では、思考と意思決定プロセスを批判するために質問を使用することによって、学生が設計問題の理解を向上させるための質問技術の使用を探求することを目的としている。.
研究業績
主要原著論文
1. Leon LOH, Miki OGO, Yanfang ZHANG and Noriko TAKANO, MITIGATING GROUP DISCUSSIONS IN DESIGN ACTIVITIES FOR JAPANESE HIGH STUDENTS DURING COVID-19 PANDEMIC, Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021), VIA Design, VIA University in Herning, Denmark. 9th -10th September 2021, https://doi.org/10.35199/EPDE.2021.47, 2021.09, The purpose of this study is to clarify the factors that affect effective group discussions when using online whiteboard during face-to-face design activities for high school students in the classroom during the pandemic. Using a case study approach, the research was conducted at Fukusho High School in Fukuoka, Japan. Through the questionnaire survey, face-to-face discussions when combined with the use of online whiteboard, offers real-time verbal and non-verbal feedback that enabled effective group discussions during the design process. In addition, students’ competencies in using digital devices may not influence the effectiveness of communications during group discussions and their motivations in using online whiteboard. The current findings may provide a useful hypothesis for further study to verify the correlations between students’ competencies, effectiveness in communications when using online whiteboard during face-to-face discussions, and students’ motivations in using online whiteboard..
2. LOH Wei Leong, Developing Observation Skills in Problem Identification Regarding Lower Secondary Design and Technology, 日本産業技術教育学会誌 (The Japan Society of Technology Education), 63, 3, 351-361, 2021.09, [URL], The main purpose of this study was to examine the development of student observation skills in problem identification process at a lower secondary level. Using a Singapore secondary school as a case study, a qualitative research approach was adopted to study the curriculum, lesson documents, and student design journals. In conclusion, the development of students’ observation skills must be scaffolded. To enhance observations, questioning techniques can be used to sharpen the clarity and purpose of the observations. In addition, actual site observations represent an important learning experience that cannot be replaced by only collecting information from social media. More importantly, observation skills support critical thinking and social emotional learning. Finally, from this study, a set of characteristics for skilled observers in problem identification was suggested..
3. Chih‐Jung Ku, Wei‐Leong Leon Loh, Kuen‐Yi Lin, P. John Williams, Development of an instrument for exploring preservice technology teachers’ maker‐based technological pedagogical content knowledge, British Journal of Educational Technology, https://doi.org/10.1111/bjet.13039, 2020.10, With the development of the maker movement, more and more teachers are applying a broad range of technological tools in their pedagogy, instead of only information technology. This study details the development and validation of the Teachers Maker‐based TPACK Survey Instrument (TMTSI), a revised model designed to measure technology teachers’ maker‐based technological pedagogical content knowledge (TPACK) in utilizing maker‐based tools to support their teaching. We recruited 165 preservice secondary technology teachers in Taiwan for this study and confirmatory factor analysis was applied to validate the instrument. Our findings suggest that TMTSI provided a valid and highly reliable research‐based instrument that also serves as a professional development model to help scaffold the development of K‐12 technology teachers. This paper details the theoretical foundations of TMTSI, reports on its reliability and validity, and discusses the application and implications of TMTSI for teacher education and professional development..
4. LOH, W. L., SHIMOMURA, M, ZHANG, Y.F., Unlocking Creative Minds to Engage SDGs Through Design Education in Japanese High School, Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020), VIA Design, VIA University in Herning, Denmark. 10th -11th September 2020, https://doi.org/10.35199/EPDE.2020.16, 2020.09, This study aimed to clarify the use of a pilot design programme as a form of general education in the Japanese high school education to enhance awareness of Sustainable Development Goals (SDGs) and develop 21st-century competencies (21CC) and social-emotional learning (SEL). The challenge for this study is to integrate design education in a high education system that has no structure for design learning. Based on a questionnaire survey, the pilot design programme allowed 17 high school participants with no design experience to solve authentic problems through design. Besides, design activities promote the development of 21CC and SEL. As a form of education for sustainable development (ESD), the current study has the potential to enhance awareness of SDGs and sustainable issues..
5. LOH Wei Leong, Sharpening Critical Thinking in Problem Identification in Design and Technology Education, Design Research Society, doi: 10.21606/drs.2020.358, Volume 2, 899-925, 2020.08, The current study aimed to identify and clarify students’ critical thinking processes when understanding the design problem towards formulating design specifications within the problem identification stage when engaging in a design project at upper secondary level. Using design journals done by students in a Singapore secondary school, the study broke down students’ critical thinking processes based on various elements of reasoning to assess the quality of reasoning. From this study, a set of general guidelines can be proposed for students to achieve good reasoning standards in order to understand the problem and to determine appropriate design specifications. To achieve good reasoning standards when breaking down the design problem, research in three basic related areas such as environment, users and products are necessary to form important background knowledge..
6. Wei Leong Leon LOH, Critical Thinking in Problem Exploration in Design and Technology Design Project , Design and Technology Education: an International Journal, 25, 1, 35-58, 2020.02, The current study aimed to identify and clarify students’ critical thinking processes in problem exploration. The current study will adopt the definitions of critical thinking conceptualized by Paul and Elder and, at the same time, attempt to apply the concept of elements of reasoning and intellectual standards to achieve the objectives of this study. By using questions to deconstruct the elements of reasoning when exploring problems, the intellectual standards for reasoning in problem exploration can be articulated. Using a qualitative approach to conduct a collective case study, 15 design journals completed by students in the upper secondary Express course in Singa Secondary School are used as objects of study. The primary source of data is collected via the documentations in the design journals. Using intellectual standards for reasoning in problem exploration to interpret the documentations in the design journals, students’ quality of reasoning can be observed and consolidated. Based on the findings, the following conclusion can be presented. Firstly, to achieve depth, accuracy and unbiased understanding of the problem, students need to research on information and data from different sources to triangulate the problem. Secondly, it is necessary for students to acquire necessary background knowledge in order to conceptualize problems accurate and clearly. Thirdly, the development of intellectual standards for reasoning relevant to the design process in D&T may be a potentially useful strategy for teachers to explicitly develop critical thinking skills in D&T..
7. 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, International Association of Societies of Design Research (IASDR), doi:10.7945/C2K67C, 2017.11, 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..
8. 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., International Association of Societies of Design Research (IASDR), 2015.11.
9. 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, Bulletin of Japan Society for the Science of Design (JSSD), 2013.09.
10. 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., Bulletin of Japan Society for the Science of Design (JSSD), 2013.03.
11. 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., International Association of Societies of Design Research (IASDR), 2011.10.
主要総説, 論評, 解説, 書評, 報告書等
1. 張 彦芳, 下村 萌, 鷹野典子, LOH Wei Leong, Design for SDGs プロジェクトケーススタディ : デ ザイン思考を用いた高校生向けSDGs教育可視化ツー ルの提案, Geijutsu Kogaku: the Journal of Design, https://doi.org/10.15017/4372253, 2021.03, Focusing on design education program related to the Sus- tainable Development Goals (SDGs) for Japanese high school students, this research aims to develop a set of open- source tools that can be used to visualize the design thinking educational processes used by students. To implement a new type of SDGs related design educational program that promotes solving the world's issues in environmental and social changes, educational tools to support students in de- sign thinking processes are not available. In collaboration with teachers, we conducted a workshop with four sessions at Fukusho High School in Fukuoka City for Year 1 students under the Global Management Program. We worked with teachers to understand the design thinking processes used in the workshop and identify issues that students faced during the workshop. Through the findings, a set of visualization tools can be developed and proposed to support the students in the design thinking processes in future workshops. The visualization tool will enable students to learn freely and develop a high awareness of social issues. Also, teachers can use and adapt the tools to meet the needs of the educa- tional objectives. Besides, as an open-source, the outputs of the research can easily be contributed back to society..
2. Leon LOH, 猪狩克也, 向田識弘, オンラインによる技術・情報教育教員の国際交流, オンラインで拓く技術・ 情 報 教 育 の可能性, 一般社団法人 日本産業技術教育学会, 2021.04.
主要学会発表等
1. Leon LOH, Our youngsters - maker of a resilient city, International Workshop on Urban Landscape (IWUL) 2021 Hong Kong - Resilient city; Landscape remediation (Online), 2021.08, Solving real-world issues through design has been often associated with the professional community. But students can also be one of the main actors in developing the resilience of our society through design innovations. This talk will provide some examples of how students are also capable of solving real-world problems through design. Perhaps, we may re-evaluate the potential of our younger generation to work hand-in-hand with the professionals in making a resilient city..
2. Leon LOH, Sharpening Critical Thinking in Design Problem Selection in Design Project: A Perspective Based on Singapore Design and Technology, International Conference on Technology Education in the Asia-Pacific Region 2021 (ICTE2021), 2021.01.
3. Leon LOH, The Design and Technology Teacher Education in Singapore: a journey based on a personal narrative , Annual Conference of Industrial Technology Education Association of Taiwan, 2020.12.
4. LOH, W.L., Developing observation skills in problem identification for lower secondary design and technology, Japan Society of Technology Education, 2020.09.
5. LOH Wei Leong, Leon, The Type of Design in Design and Technology Education for the Development of Critical Thinking Skills: A Perspective Based on the Asian and Oceania D&T and TE Education, International Conference on Technology Education in the Asia Pacific Region, 2019.01.
6. LOH W.L., ISHIMURA S., Theoretic and Pragmatic Nature of Product Design Curriculum: Using Product Design Curriculum in Japanese and Oversea Universities as an Example, Proceedings of the 59th Annual Conference of JSSD, June 2012, 2012.06.
7. LOH W.L., ISHIMURA S., Diversity and Synthesis in Product Design Curriculum: Using Product Design Curriculum in Japanese National and Public Universities as an Example, Proceedings of the 58th Annual Conference of JSSD, June 2011, 2011.06.
学会活動
所属学会名
日本産業技術教育学会
日本デザイン学会
Design Research Society
Association for Supervision and Curriculum Development
学会大会・会議・シンポジウム等における役割
2021.01.25~2021.01.25, International Conference on Technology Education in the Asia-Pacific Region 2021 (ICTE 2021), Session chair.
2020.09.10~2020.09.11, 22nd International Conference on Engineering and Product Design Education (E&PDE 2020), Session Chair.
2017.10.21~2017.10.21, International Symposium on Quality Assurance in Design Education, 21 Oct 2017. , Organising Committee: member.
2017.10.21~2017.10.21, International Symposium on Quality Assurance in Design Education, 21 Oct 2017. Organized by Kyushu University, Faculty of Design., Discussion Panelist.
学術論文等の審査
年度 外国語雑誌査読論文数 日本語雑誌査読論文数 国際会議録査読論文数 国内会議録査読論文数 合計
2021年度    
2020年度      
2019年度    
2018年度  
2017年度    
2015年度    
2013年度      
その他の研究活動
海外渡航状況, 海外での教育研究歴
National Taiwan Normal University, Development of a STEM-based Sustainable Development Environment Project and Effects in Developing Preservice Teachers’ Professional Teaching Competence, Taiwan, 2019.09~2019.09.
National Taiwan Normal University, 2019 National Taiwan Normal University (NTNU)-Kyushu University Joint Forum on Facilitating Interdisciplinary Research and Education, Taiwan, 2019.05~2019.05.
National University of Singapore, School of Design and Environment, Department of Architecture, Technical and Higher Education Institute of Hong Kong, Faculty of Design and Environment, Singapore, Hong Kong , 2017.03~2017.03.
研究資金
科学研究費補助金の採択状況(文部科学省、日本学術振興会)
2021年度~2024年度, 基盤研究(C), 代表, Evaluating the Quality of Critical Thinking of Junior High School Students in Design Activities.
2018年度~2020年度, 若手研究(B), 代表, Grant-in-Aid for Young Scientist: Effective framework to develop critical and creative thinking in children to drive future innovation in Japan.
学内資金・基金等への採択状況
2020年度~2020年度, Kyushu University Asia Week 2020, 代表, Increasing SDGs awareness and motivations in Japanese high school students through Science-Technology-Engineering-Art-Math (STEAM) Based Design Education.
2017年度~2017年度, 九州大学国際研究交流支援: 国際学会派遣支援 (Kyushu University, Support for international research exchange: International Conference Travel Expenses Support), 代表, Title: Re-clarifying design problems through questions for secondary school children: An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education. IASDR 2017 Re:Research, Cincinnati, 31 Oct – 3 Nov 2017..

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