From: Lunn, S., Davidson, M. & Murphy, P. (2002). Developing an effective pedagogy for
creative problem-solving in design and technology. Design and Technology Association
International Research Conference, 12-14 April, pp. 51-55. Retrieved from https://dspace.lboro.ac.uk/2134/3170
Roger described problem-solving as follows: they can see the need in their mind ... they
can then focus their mind on ways of fulfilling that need to solve that
problem .... sometimes complicated to
make ... but they always come up with ideas: why can’t we do this that and the
other. I say well because we haven’t got the facilities here to do that but try
and keep it simple …and they are quite good about discussing and bringing their
ideas into something realistic. And that's problem-solving.
His comments suggest he understood the need to maintain the
students’ autonomy by providing them with support to reflect critically on
their ideas.
The key elements of Roger’s pedagogy that enabled him to
provide a supportive environment for problem-solving were judged to be:
(i) An
effective introduction to the task that included: a discussion of need in the
context of charities; the opportunity for the students to share their knowledge
of charities and their personal experience of commercial collecting boxes; a
critical examination of similar boxes made by earlier classes; and discussion
and explanation of how the effects were produced.
(ii) Support for
conceptual knowledge by provision of model mechanisms and circuit diagrams
which students could adapt to their situation.
(iii) A style of
interaction with the students that supported their thinking processes but left
decision making with them and so maintained their autonomy.
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