Integrating Experiential Approach into Design-Based Science Learning Model for Enhancing Life-Career Skills: A Critical Review

Abstract

Design-based learning (DBL) is an innovative instructional strategy that allows learners to actively participate in the learning process and make sense of new information by matching the knowledge with different existing experiences. In this study, the Design-Based Learning Model has been modified by incorporating elements of the experiential learning cycle to support best practices that develop life-career skills and enhance social sustainability. The element of the experiential learning cycle (Concrete Experience, Reflection, Abstract Conceptualizations, and Active Experimentation) has been integrated into the three (3) phases of Weng et al., (2023) model, and a six (6) phases Modified Design-Based Learning Model was developed. The phases of the modified version are generating and engaging new problems, create a situation, designing a prototype, development of prototype, evaluation, and communication & reflection. It was concluded that the modified version of the DBL Model with integrated experiential learning cycle can address the life-career skills developmental challenges and foster social sustainability. It is recommended that a trial testing of the modified version of the DBL Model should be carried out with different level of students to determine its efficacy in the development of life-career skills.