Problem solving in D&T

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. 51-55Retrieved from https://dspace.lboro.ac.uk/2134/3170

 

Research into learning continues to advocate a central role for problem-solving activity. This advocacy embraces two distinct educational aims. First, problem-solving is seen as a crucial means by which students construct conceptual meaning. Second, problem-solving is seen as a goal in itself, i.e. students need to learn how to problem-solve in context as part of the process of enculturation into a domain such as D&T. The link between problem-solving and creativity also has two distinct aspects. First, perceiving a problem is in itself a creative act of an agentive mind. In addition, problems are not given, they are personally experienced and shaped, and in seeking to understand, communicate and solve problems students improve their own practice.

Our views of the nature of knowledge and learning (discussed more fully elsewhere, see Murphy & McCormick, 1997) lead us to suggest the following conditions for creative problem-solving across the curriculum:

·         students are engaged in activities which are authentic, i.e. relate both to the actions of design in the real world and are personally meaningful;

·         the problems are dilemmas that the students perceive, they cannot be given;

·         the students are active, reflective, purposeful and  knowledgeable: the knowledge that they use integrates both procedural and conceptual knowledge;

·         students draw on social resources that develop as they collaborate with each other and the teacher to achieve common goals.