Team Based Engineering Design Thinking

Autor/in	Mentzer, Nathan
Titel	Team Based Engineering Design Thinking
Quelle	In: Journal of Technology Education, 25 (2014) 2, S.52-72 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1064
Schlagwörter	Engineering Education; Design; High School Students; Teamwork; Problem Solving; Time on Task; Class Activities; Playgrounds; Pedestrian Traffic; Interrater Reliability; Models; Feasibility Studies; Evaluation; Decision Making + Suchen Sie Ihr Suchwort? Ingenieurausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Zeitaufwand; Playground; Spielplatz; Fußgängerzone; Interrater-Reliabilität; Analogiemodell; Evaluierung; Decision-making; Entscheidungsfindung
Abstract	The objective of this research was to explore design thinking among teams of high school students. This objective was encompassed in the research question driving the inquiry: How do teams of high school students allocate time across stages of design? Design thinking on the professional level typically occurs in a team environment. Many individuals contribute in a variety of ways to facilitate the successful development of a solution to a problem. Teachers often require students to work in teams, but little is known about how the team functions in the context of design and the potential interaction between team performance and authentic design challenges. Few research results are available to guide high school teachers in developing successful design teams and how to encourage teams in their efforts. This study provided seventeen teams, each comprised of 2-4 high school students, with a team based engineering design challenge. Observational protocol analysis was conducted based on a foundation of previous work, including the adoption of previous coding schemes. Differences between groups and individuals were compared. Teams of students were split in two groups; one set of teams received a playground design problem while the other received a hallway design problem. Teams worked up to two hours after school on the design problems and provided the recommendations resulting from their work at the conclusion of the session. (ERIC).
Anmerkungen	Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10