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Reading: Kindergarten Student’s Approaches to Resolving Open-Ended Design Tasks

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Kindergarten Student’s Approaches to Resolving Open-Ended Design Tasks

Authors:

Scott R. Bartholomew ,

Purdue University, US
About Scott
Assistant Professor of Engineering Technology Teacher Education at Purdue University
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Cameron Moon,

Purdue University, US
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Emily Yoshikawa Ruesch,

Weber School District, Weber, Utah, US
About Emily
High school technology & engineering teacher in Weber School District, Weber, Utah
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Greg J. Strimel

Purdue University, US
About Greg
Assistant Professor of Engineering Technology Teacher Education at Purdue University
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Abstract

Research on children’s experiences with designing has emphasized cognitive processes, self-efficacy, and outcomes related to designing. However, efforts have been limited towards identifying approaches children use while designing and making decisions related to design. This study, which incorporated a qualitative analysis of children’s design portfolios, explored students’ decisions in planning and evaluating designs related to children’s nursery rhymes. Differences in design approaches, based on teacher, task, and stage of designing, were identified in the analysis. Understanding how children approach and attempt to solve open-ended design problems may assist in improving student design experiences and pedagogical practices in all levels of education.
How to Cite: Bartholomew, S. R., Moon, C., Ruesch, E. Y., & Strimel, G. J. (2019). Kindergarten Student’s Approaches to Resolving Open-Ended Design Tasks. Journal of Technology Education, 30(2), 90–115. DOI: http://doi.org/10.21061/jte.v30i2.a.6
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Published on 22 Mar 2019.
Peer Reviewed

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