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Title: The effect of alternative approaches to design instruction (structural or functional) on student perceptions of technological problem solving processes
Authors: Dagan, Osnat
Mioduser, David
Israel, Ort
Keywords: problem solving
mental models
design
technology education
junior-high school
Issue Date: 2002
Publisher: © DATA
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. 39-43
Abstract: The 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.
Description: This is a conference paper
URI: https://dspace.lboro.ac.uk/2134/3187
Appears in Collections:D&T Association Conference Series

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