The Transition of Students' Thinking in the Design-Making Process in "Technology Classes"

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  • 「ものづくり学習」の設計・製作過程における思考活動の変容
  • モノヅクリ ガクシュウ ノ セッケイ セイサク カテイ ニ オケル シコウ カツドウ ノ ヘンヨウ

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The purpose of this study is to examine how students' thinking set up at the stage of design is subject to transition according to their actual making process and to obtain beneficial suggestions for better teaching in "making class." The students' thinking was examined at three stages of the process of technology classes: pre-production, during-production, and post-production. The results are summarized as follows: the thinking factor of "examination of use conditions" showed high scores throughout the whole making process. The "examination of material and processing method" factor, on the other hand, had low scores. The "examination of difficulty in the processing" factor was subject to much transition in the post-production stage, so much so that it was statistically significant compared with the pre-production stage. Further, the students were divided by cluster analysis into two groups: "active thinking" and "inactive thinking". The former students took every thinking factor into full consideration from the pre-production stage to the post-production stage. On the other hand, the inactive thinking of the latter group was gradually modified by their learning activities, and made a transition in the direction of active thinking.

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