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The strategies used by ten grade 7 students, working in single-sex dyads, to solve a technological problem

The purpose of this study was to investigate the problem-solving strategies of students as they attempted to find a solution to a technological problem. Ten Grade 7 students, who had received no prior technology education instruction, were formed into single-sex dyads and provided with a design brief from which they designed and made a technological solution. The natural talk between the subjects was transcribed. A description of their designing-in-action was added to the transcript. Actions were coded using an empirically derived scheme grounded in both a general problem-solving model and theoretical models of the design process. Segments coded as designing were analyzed using descriptive statistics. This analysis provided the data for mapping, that is, visually representing the design process used by subjects. / Results showed that novice designers do not design in the way described in textbooks. Their strategy is not linear but highly iterative. Subjects developed their ideas using three-dimensional materials rather than two-dimensional sketches. They were unlikely to generate several possible solutions prior to modelling, but developed solutions serially. The act of modelling stimulated the generation of additional ideas. Evaluation occurred repeatedly throughout their designing.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.40467
Date January 1996
CreatorsWelch, Malcolm W. (Malcolm William)
ContributorsGradwell, John (advisor)
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageDoctor of Philosophy (Department of Educational Studies.)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 001538374, proquestno: NN19785, Theses scanned by UMI/ProQuest.

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