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

Keywords

decision making, design-based learning, integrated STEM education, kindergarten, open-ended design, primary school

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.

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.

Document Type

Peer-Reviewed Article

Publication Date

2019

Permanent URL

http://hdl.lib.byu.edu/1877/8292

Publisher

Journal of Technology Education

Language

English

College

Ira A. Fulton College of Engineering and Technology

Department

Technology

University Standing at Time of Publication

Assistant Professor

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