Aysel, KardelenTurkmen, Doruk2025-07-252025-07-2520251460-69251756-3062https://doi.org/10.1080/14606925.2025.2524108https://hdl.handle.net/20.500.14365/6295We 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.eninfo:eu-repo/semantics/closedAccessArtefact-Based LearningDesign EducationDesign PedagogyConstructive AlignmentToolkit DevelopmentArticle10.1080/14606925.2025.25241082-s2.0-105009474727