Kardelen AyselDoruk TürkmenAysel, KardelenTurkmen, Doruk2025-10-062025146069251460-69251756-306210.1080/14606925.2025.25241082-s2.0-105009474727https://www.scopus.com/inward/record.uri?eid=2-s2.0-105009474727&doi=10.1080%2F14606925.2025.2524108&partnerID=40&md5=2b9026212e09885446f8fbcdcef31d14https://gcris.yasar.edu.tr/handle/123456789/8094https://doi.org/10.1080/14606925.2025.2524108We 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. © 2025 Elsevier B.V. All rights reserved.Englishinfo:eu-repo/semantics/closedAccessArtefact-based Learning, Constructive Alignment, Design Education, Design Pedagogy, Toolkit DevelopmentToolkit DevelopmentDesign PedagogyDesign EducationConstructive AlignmentArtefact-Based LearningArticle