Abstract
This paper is a continuation of and a report of a practical study results aimed at clarifying the extent to which high school studentsʼ understanding of design was deepened through inquiry-based learning in collaboration with local communities by incorporating the social design perspective. Tasks that can be put into practical use in general high school courses were designed and put into practice, and the educational effects of these tasks were confirmed. The analysis of the pre- and post-practice questionnaires and the studentsʼ descriptions of the design process reconfirmed that the tasks deepened studentsʼ understanding of design. Furthermore, the study discussed the necessity of instilling an understanding in students who view design as self-expression regarding the difference between originality and innovation and the necessity of developing tasks including the time to explore the nature of problems in design and the purpose of the design field.
