Kindergarten Student's Approaches to Resolving Open-Ended Design Tasks
decision making, design-based learning, integrated STEM education, kindergarten, open-ended design, primary school
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.
Original Publication Citation
Bartholomew, S. R., Moon, C., Yoshikawa, E., & Strimel, G. J. (2019). Kindergarten Student’s Approaches to Resolving Open-Ended Design Tasks. Journal of Technology Education, 30(2), 90-115.
BYU ScholarsArchive Citation
Bartholomew, Scott R.; Moon, Cameron; Ruesch, Emily Yoshikawa; and Strimel, Greg J., "Kindergarten Student's Approaches to Resolving Open-Ended Design Tasks" (2019). Faculty Publications. 5560.
Journal of Technology Education
Ira A. Fulton College of Engineering and Technology
Copyright Use Information