Kyushu University Academic Staff Educational and Research Activities Database
List of Papers
LOH LEON Last modified date:2020.11.09

Assistant Professor / Department of Environmental Design / Faculty of Design


Papers
1. 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..
2. 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..
3. 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..
4. 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, [URL], 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..
5. 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, [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..
6. 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..
7. 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.
8. 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.
9. 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.
10. 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.
11. 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].