This paper presents a pretest-posttest design study that compares conceptual learning gains of 237 students, divided into two groups, exposed to a modified and remodified Learning by Design (LBD) task. LBD uses design contexts to learn skills and conceptual knowledge where research around the year 2000 showed high skill performances but disappointing conceptual learning gains. By a series of exploratory studies, previous to the study discussed in this paper, this issue was addressed, which resulted in modifications that were tested on a small scale. As a result the level of concept learning increased significantly. Analysis of the modified LBD group results in this paper confirms this improvement quantitatively by comparing results with available data on a traditional LBD approach (77 students). Further modifications, resulting in a remodified LBD approach, show an even further improvement through reduced fragmentation of the learning task and addressed science. Overall, the remodified approach (FITS model: Focus - Investigation - Technological design - Synergy) enriches technology education by stimulating an empirical and conceptual way of creating design solutions what is a catalyst for interdisciplinary teaching.

This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.