Abstract
Design is a key element of both the teaching and learning of engineering and technology. However, the process of engineering design has yielded limited research results. This study explored the iterative design process by searching for sequential design thinking patterns. The researchers collected nine concurrent think-aloud protocols from fourth-grade elementary students. The study identified that idea generation plays a central role in design that features the dominant use of time. In addition, the researchers revealed significant pathways in design thinking and built a design pattern model. The results will not only help engineering and technology educators the understanding of design behavior, but also support the harmonious matching of learning and teaching styles in engineering and technology education.
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This work was made possible by National Science Foundation Grant (DUE 0962840). Any opinions, and findings expressed in this material are the authors and do not necessarily reflect the views of NSF.
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Sung, E., Kelley, T.R. Identifying design process patterns: a sequential analysis study of design thinking. Int J Technol Des Educ 29, 283–302 (2019). https://doi.org/10.1007/s10798-018-9448-1
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DOI: https://doi.org/10.1007/s10798-018-9448-1