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Peer reviewedBurghardt, M. David; Hacker, Michael – Technology Teacher, 2004
In classroom settings, most problems are usually well defined, so students have little experience with open-ended problems. Technological design problems, however, are seldom well defined. The design process begins with broad ideas and concepts and continues in the direction of ever-increasing detail, resulting in an acceptable solution. So using…
Descriptors: Student Participation, Student Research, Technological Literacy, Educational Technology
