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

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dc.contributor.advisor France, B en
dc.contributor.advisor Hodson, D en
dc.contributor.author Potter, Patricia en
dc.date.accessioned 2015-02-22T20:39:20Z en
dc.date.issued 2015 en
dc.identifier.citation 2015 en
dc.identifier.uri http://hdl.handle.net/2292/24605 en
dc.description.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. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The Role of Experiences in Learning to Design and Problem Solve in the Context of Hard Materials en
dc.type Thesis en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The Author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 476713 en
pubs.record-created-at-source-date 2015-02-23 en


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