Design fixation and cooperative learning in elementary engineering design project: A case study
Design fixation and cooperative learning in elementary engineering design project: A case study
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基础工程设计项目中的设计固定与合作学习：案例研究
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Yi Luo
中科院分区：
文献类型：
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作者：
Yi Luo
本文以一个工程设计项目为例，研究了三、四、五年级学生的设计固定与合作学习。一个混合的方法工具，合作学习观察协议（CLOP），适用于记录频率和课堂观察合作学习参与通过详细的现场笔记。学生的设计日志和反思也进行了归纳定性分析。研究结果表明，设计固定的三个主要主题：1）固定的共同特征的东西; 2）固定的流行青少年文化; 3）固定的第一个设计理念。在基础工程设计项目的合作学习过程中，虽然学生表现出一定的能力，解决具体问题的逻辑方式，参与者遇到了一些障碍，在小组。在小组学习过程中出现的支配、社会闲散和其他问题可能会抵消合作学习的某些好处。研究结果的影响进行了讨论。
This paper presents a case study examining 3rd, 4th and 5th graders’ design fixation and cooperative learning in an engineering design project. A mixed methods instrument, the Cooperative Learning Observation Protocol (CLOP), was adapted to record frequency and class observation on cooperative learning engagement through detailed field notes. Students’ design journals and reflections were also analyzed for an inductive qualitative analysis. The findings indicate three major themes of design fixation: 1) fixation on common features of things; 2) fixation on popular teenage culture; 3) fixation on the first design idea. In the cooperative learning process of elementary engineering design project, although pupils had demonstrated some abilities to solve concrete problems in a logical fashion, the participants encountered a number of obstacles in the group. Dominance, social loafing, and other problems occurring in the group process might have offset certain benefits of cooperative learning. Implications of the findings are also discussed.