Kardelen AyselDoruk Turkmen2025-10-0620251460-69251756-306210.1080/14606925.2025.2524108http://dx.doi.org/10.1080/14606925.2025.2524108https://gcris.yasar.edu.tr/handle/123456789/6718We investigate how an artefact analysis framework grounded in constructive alignment principles can bridge formal design education with informal museum environments. Through three-phased qualitative research, fieldwork with 26 students focus group with seven and subsequent toolkit development we tested and iteratively refined this framework. Our analysis of 78 student-submitted artefact boards revealed significant patterns in how novices engage with design principles: while students excelled at identifying explicit functions they struggled with symbolic interpretation and complex spatial relationships. Focus group discussions diagnosed the causes of these challenges revealing a need for critical pedagogical interventions such as enhanced conceptual scaffolding and multimodal learning supports. This paper details the iterative design process of using these findings to create a refined pedagogical toolkit. The resulting toolkit addresses the identified challenges through terminology clarification progressive scaffolding and hands-on visual aids providing a practical model for enhancing learning transfer between museum and studio environments.EnglishArtefact-based learning, design education, design pedagogy, constructive alignment, toolkit developmentEDUCATION, ALIGNMENT, EXPERTISE, PEDAGOGY, OUTCOMES, CHOICEArticle