The Role of Experiences in Learning to Design and Problem Solve in the Context of Hard Materials

Abstract

Problem solving and design are key factors identified with technology education. Such attention has contributed to a curriculum shift from technical education to technology education. When hard materials are considered, practical experiences play a significant role in learning in technology education. The purpose of this research project was to identify in what ways experiences contribute to learning to design and problem solve in the context of hard materials. This research asked five expert technologists who design and problem solve in the context of hard materials in what ways they considered experiences contributed to their learning. A similar question about learning through experiences was posed to five New Zealand secondary hard materials technology teachers in order to identify the ways in which experiences with hard materials contribute to their students’ learning to design and problem solve. This research used an interpretivist mode of inquiry and interviews to enable the research participants to share their knowledge and understanding that inform this research. Data were analysed to identify themes and theorised using four learning theories based on experiences - experiential learning theory, situated cognition theory, distributed cognition theory and activity theory. Both experts and teachers identified that significant learning experiences involved: developing knowledge of materials; recognising the complexity of technological knowledge; providing feedback on the effectiveness of design, on-going development of strategic knowledge that is used to design and problem solve; and developing character traits relevant to design and problem solving. The analysis identified a broadened construct of experience as a significant factor that contributes to learning to design and problem solve. This research showed that four learning theories could be used as a tool to analyse learning through experience as well as theorising a curriculum and pedagogy that focuses on experience as a significant and important component of learning to design and problem solve in the context of hard materials.