%0 Journal Article %1 1955 %A Järvinen, E. M. %A Twyford, J. %D 2000 %J International Journal of Technology and Design Education %K active-learning, capability, design, experience, file-import-09-02-13, knowledge, peer-interaction, problem-solving, thinking %N 1 %P 21-41+ %T The Influences of Socio-cultural Interaction upon Children's Thinking and Actions in Prescribed and Open-Ended Problem Solving Situations (An Investigation Involving Design and Technology Lessons in English and Finnish Primary Schools) %V 10 %X The purpose of this study was to explore the value and impact of social interaction upon children's design and technological thinking and actions. The study was based on the assumption that constructivistic driven and open-ended, creative design learning contexts enabled children to form, as well as to reconstruct, their designing and making capabilities and knowledge. Children were required, by means of open and closed teaching methods, to technologically create a particular product which used sound for a chosen purpose. The resultant multiple data collection processes, using videos of children working, examination of children's completed projects and semi-structured interview techniques, enabled the authors to analyse childrens' acquisition of Design and Technology (D&T) knowledge. Pupil's capabilities were seen to be enhanced through their direct, active, socio-cultural interactions, within a range of classroom settings, and involving different teaching methods, with respect to the primary curricula in UK and Finland.

@article{1955, abstract = {The purpose of this study was to explore the value and impact of social interaction upon children's design and technological thinking and actions. The study was based on the assumption that constructivistic driven and open-ended, creative design learning contexts enabled children to form, as well as to reconstruct, their designing and making capabilities and knowledge. Children were required, by means of open and closed teaching methods, to technologically create a particular product which used sound for a chosen purpose. The resultant multiple data collection processes, using videos of children working, examination of children's completed projects and semi-structured interview techniques, enabled the authors to analyse childrens' acquisition of Design and Technology (D\&T) knowledge. Pupil's capabilities were seen to be enhanced through their direct, active, socio-cultural interactions, within a range of classroom settings, and involving different teaching methods, with respect to the primary curricula in UK and Finland.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {J\"{a}rvinen, E. M. and Twyford, J.}, biburl = {https://www.bibsonomy.org/bibtex/2359732c4ea75da1dcd8a76f0291363ad/clachapelle}, citeulike-article-id = {4045814}, interhash = {d62145292073a64058beca39cab46d76}, intrahash = {359732c4ea75da1dcd8a76f0291363ad}, journal = {International Journal of Technology and Design Education}, keywords = {active-learning, capability, design, experience, file-import-09-02-13, knowledge, peer-interaction, problem-solving, thinking}, number = 1, pages = {21-41+}, posted-at = {2009-02-13 21:45:26}, priority = {2}, timestamp = {2009-02-24T19:23:09.000+0100}, title = {The Influences of Socio-cultural Interaction upon Children's Thinking and Actions in Prescribed and Open-Ended Problem Solving Situations (An Investigation Involving Design and Technology Lessons in English and Finnish Primary Schools)}, volume = 10, year = 2000 }