| 研究実績の概要 |
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.
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