Re-clarifying design problems through questions for secondary school children

An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education

Wei Leong Loh, Hwee Mui, Grace KWEK, Wei Leong LEE

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analysed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: 1) questions can be a useful tool to facilitate a better understanding of the design problem. 2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. 3) It is important that students are given time and opportunity to find out the problems by themselves. 4) Teachers can be important role models as students may pick up questioning techniques from teacher-student discussions. 5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education.
Original languageEnglish
Title of host publicationProceedings of IASDR 2017 Re:Research
DOIs
Publication statusPublished - Oct 2017

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schoolchild
Singapore
secondary school
education
student
lack
role model
teacher
teaching strategy
learning strategy
decision-making process
student teacher

Cite this

Re-clarifying design problems through questions for secondary school children : An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education. / Loh, Wei Leong; KWEK, Hwee Mui, Grace; LEE, Wei Leong.

Proceedings of IASDR 2017 Re:Research. 2017.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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abstract = "It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analysed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: 1) questions can be a useful tool to facilitate a better understanding of the design problem. 2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. 3) It is important that students are given time and opportunity to find out the problems by themselves. 4) Teachers can be important role models as students may pick up questioning techniques from teacher-student discussions. 5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education.",
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