design fixation and divergent thinking in primary children
primary education, engineering education, design education, design
[...]instead of standing on the road in professional attire, you are wearing a pair of athletic shorts and a t-shirt, and have a water bottle in your hand, The paper is still incredibly valuable and must be retrieved, but instead of coming from a meeting, you are coming from the gym. [...]many classes with problem-based learning and design-oriented opportunities utilize educational practices that may lead students down procedural paths that encourage fixation (McLellan & Nicholl, 2011). Fixation in Kindergarten Design Our recent research efforts with Kindergarten students involved the children working on an open-ended engineering design problem around stopping spiders from climbing where they were not wanted (see Yoshikawa & Bartholomew, 2017). Kapur and Bielaczyc (2012) identified several key traits associated with the design task, student participation, and the social structure that can help facilitate a productive failure environment for students, including building on students' prior knowledge in new learning scenarios and highlighting critical ideas and concepts for success.
Original Publication Citation
Bartholomew, S. R., & Yoshikawa, E. (2018). Design Fixation and Divergent Thinking in Primary Children. Technology & Engineering Teacher, 78(2), 26–31.
BYU ScholarsArchive Citation
Bartholomew, Scott R. and Ruesch, Emily Yoshikawa, "design fixation and divergent thinking in primary children" (2018). Faculty Publications. 5549.
Technology & Engineering Teacher
Ira A. Fulton College of Engineering and Technology
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