Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.

让学生参与教育课程和实践的共同设计可以使学生和老师受益。参与协同设计的学生可能会显示出更好的学习或更多的代理或参与度。在本研究中，我们调查了学生共同设计师在参与共同设计实践时可以学习哪些科学知识或实践，以及六名高中生如何学习。我们创建了一个模型，以指导学生在共同设计过程中对技术学习的分析。结果表明，即使没有给出明确的工程学习指导，学生也能学习工程设计过程。也，我们的分析表明，与技术协同设计可以学习工程设计过程，并有可能进一步促进科学学习，因为它促进了知识整合。结果对于通过与技术的协同设计来理解和增强工程设计和科学学习具有启示意义。