Teaching Factory through a Digital Ethnoscience-Based Pottery Firing Project: Effects on Electronics Engineering Students’ Design Thinking
DOI:
https://doi.org/10.33394/ijete.v3i2.22480Keywords:
Teaching factory, Digital ethnoscience, Design thinking, Pottery firing, Vocational educationAbstract
This study investigated the effects of Teaching Factory implemented through a digital ethnoscience-based pottery-firing project on Electronics Engineering students’ design thinking and explored the processes underlying the observed changes. An explanatory sequential mixed-methods design, preceded by preliminary ethnoscience exploration, was employed with 39 Grade XI students assigned to experimental (n = 19) and control (n = 20) intact classes. Design thinking was assessed using a 30-item instrument covering six dimensions, while classroom observations, digital firing records, prototype-testing data, design-iteration logs, and interviews with students, a teacher, and pottery artisans provided explanatory evidence. The experimental group showed greater improvement than the control group in posttest, gain, and N-gain scores, with mean N-gain values of .666 and .399, respectively. After controlling for baseline differences, ANCOVA confirmed a significant group effect, F(1, 36) = 186.696, p < .001, partial η² = .838. Improvement occurred across all six design-thinking dimensions, with mindfulness of process and impacts on others showing the highest experimental N-gain (.721). Qualitative and process evidence indicated that authentic user needs, digital evidence, troubleshooting, collaborative specialization, iterative prototyping, and artisan feedback supported design-thinking development. The findings suggest that culturally grounded, digitally supported Teaching Factory experiences can strengthen design thinking while positioning digital measurements as complementary to, rather than replacements for, artisan experiential knowledge within authentic vocational engineering learning contexts and production practices.
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