Abstract
This paper follows up our theoretical discussion of the potential for collaborative problem solving in Design and Technology (Hennessy and Murphy, 1999). In this paper we report our empirical investigation of peer collaboration in a setting where we identified the presence of significant pre-conditions for productive collaboration. The study investigated the participation of two boys aged 13 who worked together with their teacher over 8 weeks in designing and making an aid for a child with a disability. We analysed their participation using a framework of key features derived from the research literature.
Our analyses yielded evidence of effective collaboration in the early design stage, but the students' collaboration and their progress were subsequently undermined. The reasons related to the students' ability to collaborate and the tension for the teacher between students' learning needs and client needs within an authentic activity. The outcome was a successful product but a wealth of lost opportunities – and lack of support – for the students' collaborative problem solving and Design and Technology (D&T) learning. Our observations confirm that despite little evidence of collaboration in D&T, this setting offers extensive resources for supporting collaboration in joint design, planning and problem-solving activities. We also identify impediments to collaboration as a learning mechanism.
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Murphy, P., Hennessy, S. Realising the Potential – and Lost Opportunities – for Peer Collaboration in D&T Setting. International Journal of Technology and Design Education 11, 203–237 (2001). https://doi.org/10.1023/A:1011286331859
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DOI: https://doi.org/10.1023/A:1011286331859