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  • 1
    Language: English
    In: International Journal of Technology and Design Education, 2015, Vol.25(1), pp.1-23
    Description: Iteration during the design process is an essential element. Engineers optimize their design by iteration. Research on iteration in Primary Design Education is however scarce; possibly teachers believe they do not have enough time for iteration in daily classroom practices. Spontaneous playing behavior of children indicates that iteration fits in a natural way of learning. To demonstrate the importance of iteration for the design performance and understand what occurs in an optimized situation a study was conducted in a Dutch Montessori school. Four conditions were chosen to shape the design assignment; iteration, freedom of choice, collaboration and presentation. The choice for these conditions was inspired by the work of Montessori, and because of the positive effects on design performance during previous design and technology projects. This led to a concrete assignment, suitable for 6–8 years old, “Fold a piece of aluminum foil so it can hold the weight of marbles when it lies on the water. The more marbles it can hold the better.” Self correction was possible as the challenge lays in the ease to improve countable results. Clear results of iteration could be determined; an increasing sense of control and detailed insight in what to do for maximum results were found amongst the pupils. Additional literature about capability development and metacognition confirmed the value of the four conditions in relation to the observed results.
    Keywords: Iteration ; Collaboration ; Metacognition ; Montessori ; Primary education ; Teaching engineering design
    ISSN: 0957-7572
    E-ISSN: 1573-1804
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  • 2
    Language: English
    In: Design and Technology Education, 2016, Vol.21(3), p.41
    Description: In Dutch Design and Technology Education the beginning of a process of learning is usually determined by the teacher. In this paper it is argued that a beginning, determined in interaction with the students, is more profitable as the interaction will lead to joined-up exploring, creating and...
    Keywords: Foreign Countries ; Interaction ; Student Empowerment ; Student Motivation ; Models ; Context Effect ; Interpersonal Communication ; Teaching Methods ; Case Studies ; Group Activities ; Ethnography ; Preschool Children ; Elementary School Students ; Young Children ; Science Education ; Hands on Science ; Netherlands ; Visual Arts
    ISSN: 1360-1431
    E-ISSN: 1360-1431
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  • 3
    Language: English
    In: Design and Technology Education, 2011, Vol.16(3), p.50
    Description: The use of context-concept education alongside existing approaches is valuable. In this article we introduce a three-domain model for concept-context learning that supports both the design process as well as the idea of concept learning. The...
    Keywords: Foreign Countries ; Inservice Teacher Education ; Elementary Education ; Networks ; Intellectual Disciplines ; Social Environment ; Concept Teaching ; Scientific Concepts ; Models ; Theory Practice Relationship ; Design ; Netherlands ; Visual Arts
    ISSN: 1360-1431
    E-ISSN: 1360-1431
    Source: ERIC (U.S. Dept. of Education)
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  • 4
    Language: English
    In: Design and Technology Education, 2019, Vol.24(2)
    Description: In this paper, we explore the divergent and convergent nature of design feedback and the various responses to this feedback from a group of 24 young novice designers (primary school children age 9-11) taking part in a co-design project. Earlier research emphasizes that feedback can encourage...
    Keywords: Student Reaction ; Feedback (Response) ; Novices ; Elementary School Students ; Design ; Student Projects ; Creative Thinking ; Convergent Thinking ; Resistance (Psychology) ; Technology Education ; Foreign Countries ; Problem Solving ; Physical Activities ; Criticism ; Peer Evaluation ; Visual Arts
    ISSN: 1360-1431
    E-ISSN: 1360-1431
    E-ISSN: 20408633
    Source: ERIC (U.S. Dept. of Education)
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