development of technological problem solving model (tpsm) extracted by principles in the model of...
TRANSCRIPT
Development of Technological Problem Solving Model (TPSM)
Extracted by Principles in the Model of Design Process
and Problem Solving in Technology Education
2006 ICTE, HONGKONG
Prof. Yuhyun CHOI
Dept. of Technology Education
Chungnam National UniversitySouth Korea
I. Introduction
1. The Necessity of the Research
There are two crucial learning strategies such as design process and problem solving in the center of the consideration-centered, process-centered, practice-centered, and real life-centered learning processes. These two learning strategies have been contributing to the achievement of goals in technology education, and their significance is likely to increase in the future as well.
I. Introduction
Under these circumstances, the discussion for diverse strategies of design process and problem solving, which makes it possible to experience process-oriented intellectual thinking, has been continued from the past.
1. The Necessity of the Research
1. The Necessity of the Research
Conventionally, the 'design process' has been emphasized in the 'Subject of Craft, Design and Technology' of the past and in the 'Subject of Design Technology' of the present in England.
In particular, it has been attaching weight to the technological process and thinking activity by including design to the name of subject.
Also, the research of technological problem solving, which was discussed in the U.S, was conducted in great numbers in the technology education after Dewey’s philosophical foundation.
1. The Necessity of the Research
For the practical technology education that emphasizes a cognitive thinking activity, the research to shape a learning model that integrates 'design process' and 'problem solving' has an important meaning in unifying learning models, which has been performed separately so far. In other words, it is possible to develop the theoretical model of 'design process' and 'problem solving' into a comprehensive and multi-dimensional new model through an integrated approach.
1. The Necessity of the Research
Therefore, the technological model for problem solving, which takes all the special principles of 'design process' and 'problem solving' into account, will open a new possibility for methodological studies and the practice of technology education.
2. The Objective of the Research
The objective of this research is to extract a common principle of 'design process' and 'problem solving' and to develop a TPSM based on the principles.
3. Method of the Research
The research to achieve this objective depended on a theoretical literature examination to develop a TPSM and evaluation research to evaluate the validity of the model.
3. Method of the Research
A. Method by Literature Examination Many literatures of each model were examined
for 'design process' and 'problem solving', and a basic category of theoretical consideration for this research was set up as follows(Eggleston, 1967; Baynes, 1969; Jones, 1970; AADTS, 1972; Eggleston, 1976; Gwyneth Owen-Jackson, 2001; Phipot & Sellwood , 1987; Waetjen, 1989; Daiber, Literland & Thode , 1991;Hutchinson , 1987).
3. Method of the Research
Figure 1Classification for Analyzing the models
of Technological Problem Solving
3. Method of the Research
B. Method for Evaluation of Validity The validity of the designed TPSM was
evaluated by experts. For this, the expert group who meets at least one condition out of three became the object. In the selection process, a researcher entrusted an appropriate expert who met the criteria for selection, and the selected expert consented to accept it. Through the process, twenty-one experts were finally selected.
3. Method of the Research
Regarding the method for evaluation of validity, a basic model and feature were presented, and the questionnaire was composed of a scale of five levels centering on the seven questions (See Table 3).
In addition, concerning the method for evaluation of validity, the average point of each evaluating item, which has a perfect score of five points, was first identified, and then the CVR (Consent Valuation Rate), which quantified consensus, was produced.
3. Method of the Research
CVR = (ne -N/2)/(N/2) 'ne' means the number of experts who
answered 'important', but in this research, it means the frequency of respondents for four or five points, which is regarded as an important item in Likert's five level scale. Besides, N means the whole number of experts.
II. Extraction of Principle in the Model of Design Process and Problem
Solving
Design Process
Linear Model - Eggleston(1967), Baynes(1969), Jones(1970)AADTS(1972), Eggleston(1976), etc.
Interactive Model – Deere(1969), Yarwood(1979), Kimbell (1987), OCR(1986), Gwyneth Owen-Jackson(2001), etc.
Circular Model- Hutchinson(1991), Hutchinson & Karsnitz(1994), etc.
Eggleston(1976) ’s Model as a Linear Model
Kimbell (1987) ’s Model as an Interactive Model Model
Hutchinson & Karsnitz(1994)’s Model as a Circular Model
1. Extraction of a Basic Principle in the Design Process
As a result of searching for the model of design process, the extracted basic principle is as follows.
First, the cognitive thinking activity was included and put into the form of a diagram in the several models of design process, centering on the divergent thinking and convergent thinking. This is well effectively presenting a specific function of cognitive thinking activity based on the practical activity in technology education, and explaining what should be reflected in the model of technological problem solving.
1. Extraction of a Basic Principle in the Design Process
Second, it is identified that the design and plan process of most models is being dealt with in detail in the model of the design process.
Through this kind of approach, the design process activity goes through process of imagination, embodiment, modeling, communication, investigation, analysis, development and synthesis of idea, and the level of design gradually develops into conceptual design, embodiment design, and detail design (Gwyneth Owen-Jackson, 2001).
1. Extraction of a Basic Principle in the Design Process
Third, since most models of design process focus on the design, it considers diverse elements of technological design.
That is, according to Baynes (1969), the six design elements in Jones (1970)'s model, the basic design of Baynes (1970), condition of material, treatment & material, human engineering, and AADTS (Association of Advisors on Design and Technical Studies) are taking design elements such as aesthetic, ethical concept, material, technique, time, money, resource, ability, human engineering and scientific knowledge into account. Thus, six designing factors of Jones’ s model (1970), basic constitution of Baynes (1970), material condition, processing, material, human engineering, and AADTS (Association of Advisors on Design and Technical Studies) of Baynes (1969) consider design factors such as aesthetic and ethical concept, material, technique, time, cost, resource, ability, human engineering and science knowledge. Particularly, Yarwood (1979) and GCSE (1986), the model of interaction design process, also consider design elements specifically.
1. Extraction of a Basic Principle in the Design Process
Fourth, a model with the multi-dimensional approach was found out in several models of the design process.
The Jones (1970)'s design process, elements, products and Deere (1969)'s design triangle show a multi-dimensional approach in their model names. Baynes (1969) and AADTS (1972) reflect a multi-dimensional diagram centering on the design element, and Eggleston (1976) reflects a separating thinking and strategy of spreading thinking in the model. Especially, the model of OCR (1986) considers a variety of elements as the most complicated design process.
1. Extraction of a Basic Principle in the Design Process
Thus, the basic principles, which were special in the design process, are classified as a reflection of divergent thinking and convergent thinking, details of specific design, consideration of the design element, and consideration of the multi-dimensional elements.
Problem Solving Process
Linear Model - Bransford & Stein(1984), Todd(1990), Savage & Sterry(1990), Pierce & Karwatka(1999)
Interactive Model - Phipot & Sellwood(1987), Waetjen(1989), Daiber, Literland & Thode(1991), Hutchinson(1987), Mioduser & Kipperman(2002)
Circular Model- Mey (1992), Missouri(1988), Choi(1995), Choi(2001)
Hutchinson(1987)’s 3 Model as an Interactive Model
Hutchinson(1987)’s 3 Model as an Interactive Model
Mey (1992) ’s Model as a Circular Model
2. Extraction of a Basic Principle in the Problem Solving Process
The features identified in the concept of problem solving, theory, and models are as follows.
First, 'application of procedural knowledge', 'application of integration of knowledge', and 'connection to the real-world' are being stressed in the theory and model of problem solving. These are the features of technology education and essential elements as abundant resources of study (Johnson, 1997: 169-175).
2. Extraction of a Basic Principle in the Problem Solving Process
Second, the problem solving basically includes the procedural processes such as identification of problem, plan (search for alternative, selection of alternative), execution and evaluation in every model.
Although the complicity of level in each model is different from each other, it shares the basic procedure.
2. Extraction of a Basic Principle in the Problem Solving Process
Third, the problem solving also has features like 'higher order thinking', 'inducement of divergent thinking into an open ended problem' and 'constructivism as the design process does. Most of these two models have a cognitive oriented-thinking process, and lay their foundation on the convergent thinking to search for a problem solving plan and on the convergent thinking to evaluate the searched idea and make a decision (Choi, 2002).
2. Extraction of a Basic Principle in the Problem Solving Process
In other words, the features of basic principles in the problem solving process are classified as connection to the problem, application of integration of knowledge, enrichment of basic procedure, and cognitive thinking strategy for open ended problems.
3. Extraction of a Common Principle in the two Processes
The common principles, extracted from the design process and problem solving process, are summarized into two principles.
First, a chance for correction, improvement, and re-execution is given based on the feedback in each level just like the interaction model of design process and problem solving. This is identified in the models of Yarwood (1979), Kimbell (1987), OCR (1986), Gwyneth Owen-Jackson (2001) for the design process, and in the models of Phipot & Sellwood (1987), Waetjen (1989), Daiber, Literland & Thode (1991), Hutchinson (1987), Mioduser & Kipperman (2002) for problem solving.
3. Extraction of a Common Principle in the two Processes
Second, the design process and problem solving at the educational level of technology education provides a 'methodological philosophy of technology education' and is being stressed as a specific case of inventive and innovative strategy to extend the potential capabilities of humans (ITEA, 2000). In particular, when taking into account the fact that technology is a new creation and innovative process, the design process and problem solving is a specific evidence and strategy (Choi, 2004).
III. Development of Model of Technological Problem Solving
1. Design of Model of Technological Problem Solving
Considering the above-mentioned basic principles of the design process and problem solving, a model was designed such as 〔 Figure 2 〕
This model reflected the four structures multi-dimensionally such as basic procedure, technological elements, thinking activity, and feedback: circulation process.
2. Result of Evaluation of Validity of TPSM
As a result of the evaluation of validity of the TPSM, it showed a high level of valid scores with a total average score of 4.00-4.13 for each item out of the perfect score of 5 points. As a whole, the TPSM designed in this research was evaluated to have a high degree of validity.
2. Result of Evaluation of Validity of TPSM
In the mean time, the validity of value of CVR was also verified in every area.
In the range of 21-24 people for the expert group, if a statistical significant level of 0.05 exceeds the value of CVR of 0.420, it is said that it is valid. Since the value of CVR of the expert group in every area is more than this, the validity of each item in this model is statistically verified.
2. Result of Evaluation of Validity of TPSM
IV. Conclusion & Discussion
IV. Conclusion & Discussion
The TPSM designed in this research is a multi-dimensional model that has four structures of 'basic procedure, technological element, thinking activity, circular process’.
This is the same logic as presenting it as a circular model out of many problem solving models. As the essence of this research, eight steps of basic procedure were presented.
They are 'identification of problem', ‘specification of problem', 'search for solution plan and invention', 'selection of solution plan', ‘specification of solution plan', 'execution', 'evaluation', and 'application and reflection'.
IV. Conclusion & Discussion
For technology education, the role of hands-on and minds-on education of creation and innovation is increasing in the future. Together with the knowledge and engineering oriented-education, the methodological philosophy of thinking and mental activity should be discussed. From this point of view, the TPSM presented in this research is expected to provide the possibility and actual alternatives.
Thank you for your attention