Effect of alternative approaches to design instruction (structural or functional) on student perceptions of technological problem solving processes.pdf (137.72 kB)
The effect of alternative approaches to design instruction (structural or functional) on student perceptions of technological problem solving processes
online resource
posted on 2008-02-15, 11:34 authored by Osnat Dagan, David Mioduser, Ort IsraelThe study reported here is part of a larger research project
aimed to examine the relationship between alternative
approaches towards design teaching (structural or
functional), and the students’ mental modelling of the
design process and the quality of their solutions to design
tasks. The structural approach emphasises the need for an
ordered learning of the stages of the design process, while
the functional approach emphasises the teaching and study
of design functions (rather than stages). 80 seventh graders,
divided in two groups, were taught a unit on technological
problem solving by either approach for 14 classes (21
hours). Before, during and after the design process of a
technological solution the students had to generate
representations of this process. The results were analysed
looking for:
a) the types of models of the design process constructed
by the students
b) consistency in the configuration of the design
functions included in the models over time
c) internal logic and coherence of the configuration of
functions in the models
d) recurrent use of design functions in different stages of
the solution-generation process.
History
School
- Design
Research Unit
- D&T Association Conference Series
Citation
DAGAN, O., MIODUSER, D. and ISRAEL, O., 2002. The effect of alternative approaches to design instruction (structural or functional) on student perceptions of technological problem solving processes. Design & Technology Association International Research Conference, 12-14 April, pp. 39-43Publisher
© DATAPublication date
2002Notes
This is a conference paperLanguage
- en