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| Autor/in | Welch, Malcolm |
|---|---|
| Titel | Thinking with the Hands: Students' Use of Three-Dimensional Modelling While Designing and Making. |
| Quelle | (1997), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Creative Thinking; Educational Research; Foreign Countries; Grade 7; Junior High Schools; Participative Decision Making; Problem Solving; Productive Thinking; Research Design; Research Methodology; Technology Education; Canada |
| Abstract | A study explored how untutored technology education students used three-dimensional modelling while designing and making a solution to a technological problem. A literature review focused on modelling as a design process skill and its purposes. Ten seventh-grade students (six boys and four girls) were paired into five single-sex dyads. Each dyad designed and made a solution to a common task: to construct the tallest possible tower. Successful completion of the task required engagement in the design process steps. Each design and make session was recorded on audio and videotape. Within 3 days, each dyad returned for a semistructured retrospective interview. Analysis involved transcribing and segmenting subjects' talk during the problem solving and interviews. Transcripts were segmented into "speech bursts" (defined as "a complete portion of text uttered by a subject without interruption from that subject's partner") and change in subjects' actions. Codes were designed to describe subjects' actions--the manifestations of their design thinking. Data analysis found five significant differences between the role of modelling as described in design process models and the subjects' strategies: (1) subjects used three-dimensional modelling largely to replace two-dimensional modeling; (2) subjects did not present several solutions at the outset; (3) subjects used three-dimensional modelling to fuel ideas for further cognitive modelling, which then needed to be tried out in concrete form; (4) modelling was used to develop and refine ideas; and (5) subjects repeatedly and constantly evaluated their models. (Contains 25 references) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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