Classifying Students’ Primary Ideation Abilityas Readiness for Learning of Designing in Junior High School Technology Education

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  • 中学校技術科「材料と加工に関する技術」の設計学習における生徒のレディネスとしての初期構想力の類型化
  • チュウガッコウ ギジュツカ 「 ザイリョウ ト カコウ ニ カンスル ギジュツ 」 ノ セッケイ ガクシュウ ニ オケル セイト ノ レディネス ト シテ ノ ショキ コウソウリョク ノ ルイケイカ

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<p>The purpose of this study is to classify students' readiness for learning design in junior high school technology education. We conducted a survey of 98 first grade junior high school students, who have not yet attended “Material Processing Technology” classes, in order to grasp their awareness and experience regarding making things. At the same time, we carried out a “CD rack” design challenge project and examined students’ work and their self-evaluations. Three skilled technology teachers also evaluated students’ work. Based on the results of cluster analysis (Ward's method) using students' self-evaluations and teachers’ remarks, students’ readiness for learning design was classified into the following three types. In the (1) “Logical thinking type” students have enough experiences and awareness in making things, and they could think logically when designing something. In the (2) “Experience oriented type” students have enough experience in making things, but their logical thinking was not enough when it came to designing something. In the (3) “Image preceded type” students do not have enough experience or awareness in making things; they, therefore, could have only images of artifacts when designing something. Based on these results, teaching methods for each type of student were considered in design classes.</p>

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