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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)

  • Esa-Matti Järvinen
  • J. Twyford
Article

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.

active design learning open problem solving practical experience prescribed teaching social interaction teaching thinking and knowledge and capability 

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Copyright information

© Kluwer Academic Publishers 2000

Authors and Affiliations

  • Esa-Matti Järvinen
    • 1
  • J. Twyford
    • 2
  1. 1.Faculty of EducationUniversity of OuluFinland
  2. 2.School for EducationDesign and Technology EducationExeterUK

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