Elementary Children's Conceptions of Structural Stability: A Three Year Study

Abstract

Background to the Study The research reported in this paper is drawn from a much larger three-year study focused on the 1996 implementation of Problem Solving Through Technology topics in Alberta, Canada elementary science classrooms. In this three year study, we worked to characterize children’s development of technological knowledge and skills during design technology problem solving activities and report on support needed by teachers to present these topics in classrooms. We also examined the Problem Solving Through Technology inquiry model presented in the Alberta Elementary Science Program (1996) and explored whether this model resembled how professionals (e.g., engineers) engaged in technological problem solving described their work. The study commenced in September 1995, one year prior to the mandated implementation of a new Alberta Elementary Science Program (1996). In this preliminary year (Study Year One), 20 engineers were interviewed about their perceptions of technological problem solving (Rowell, Gustafson & Guilbert, 1997). One hundred fifty three children (80 male, 73 female) completed a performance based assessment related to the impending program. Three hundred thirty four children (180 male, 154 female) completed an Awareness of Technology Survey. Data from Study Year One provided insight into children’s technological knowledge and problem solving skills prior to formal classroom instruction and information about how engineers characterized their work. In Study Year Two, six case studies were conducted on the classroom implementation of the Problem Solving Through Technology topics. These case studies allowed insight into the practical problems encountered by teachers and their concerns about support needed to teach design technology in an effective manner (Rowell & Gustafson, 1998). Case studies also provided a context in which we could begin to characterize how children solved design technology problems in classrooms. Study Year Three involved locating children from Study Year One and re-administering the performance based assessment and a ____________________________