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Reading: Elementary Children’s Conceptions of Structural Stability: A Three Year Study

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Elementary Children’s Conceptions of Structural Stability: A Three Year Study

Authors:

Brenda J. Gustafson ,

University of Alberta, CA
About Brenda
An Associate Professor in the Department of Elementary Education at the University of Alberta, Edmonton, Alberta, Canada.
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Patricia Rowell,

University of Alberta, CA
About Patricia
A Professor of Elementary Science Education in the Department of Elementary Education at the University of Alberta, Edmonton, Alberta, Canada.
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Dawn Rose

University of Alberta, CA
About Dawn
A Research Assistant in the Department of Elementary Education at the University of Alberta.
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Abstract

The research reported in this paper is drawn from a much larger three-year study focused on the 1996 implementation of Problem Solving Through Technology topics in Alberta, Canada elementary science classrooms. In this three year study, we worked to characterize children’s development of technological knowledge and skills during design technology problem solving activities and report on support needed by teachers to present these topics in classrooms. We also examined the Problem Solving Through Technology inquiry model presented in the Alberta Elementary Science Program (1996) and explored whether this model resembled how professionals (e.g., engineers) engaged in technological problem solving described their work.

How to Cite: Gustafson, B. J., Rowell, P., & Rose, D. (1999). Elementary Children’s Conceptions of Structural Stability: A Three Year Study. Journal of Technology Education, 11(1), 27–44. DOI: http://doi.org/10.21061/jte.v11i1.a.3
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Published on 22 Sep 1999.
Peer Reviewed

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