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Reading: An Assessment Model for a Design Approach to Technological Problem Solving

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An Assessment Model for a Design Approach to Technological Problem Solving

Authors:

Rodney L. Custer ,

Illinois State University, US
About Rodney

Associate Professor and Chair, Department of Industrial Technology and Science, Illinois State University. 

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Brigitte G. Valesey,

International Technology Education Association, US
About Brigitte
Director, Center to Advance the Teaching of Technology and Science, International Technology Education Association.
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Barry N. Burke

Montgomery County Public Schools, US
About Barry

Coordinator of Industry and Technology Education, Montgomery County Public Schools, Maryland. 

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Abstract

Problem solving in technological design activities can be identified as a set of observable behaviors on a performance level continuum. These behaviors can be captured on an assessment instrument and can provide valuable clues to a student’s critical and creative thinking abilities. What is more difficult to discern are the effects of factors such as GPA, math and science achievement, gender, and personality type, on student performance in design activities. While the results revealed some effects, they are far from conclusive.

How to Cite: Custer, R. L., Valesey, B. G., & Burke, B. N. (2001). An Assessment Model for a Design Approach to Technological Problem Solving. Journal of Technology Education, 12(2), 5–20. DOI: http://doi.org/10.21061/jte.v12i2.a.1
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Published on 22 Mar 2001.
Peer Reviewed

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