ERIC Number: ED423299
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Designing Desert Houses in the Knowledge Integration Environment.
Cuthbert, Alex; Hoadley, Christopher M.
This paper presents a synthesis of several studies that support the hypothesis that properly scaffolded design problems lead to the types of convergent thinking and knowledge integration that have been difficult to achieve in the Computer Supported Intentional Learning Environment (CSILE) system. The focus is on a middle school science unit on thermodynamics in which students design a desert house. How design problems contribute to knowledge integration is considered. Design problems are a unique class of problems that require students to elaborate on the initial task, develop constraints, and select justifiable solutions paths. Most of the complex work in engineering, multimedia design, composition, programming, and, to some extent, scientific investigation can be classified as design. The three themes outlined in this paper: (1) providing appropriate resources; (2) developing shared criteria; and (3) encouraging iterative refinement, serve as guidelines for educators and researchers seeking to develop design-based curricula for science education. The challenge for educators is to design environments in which students can coordinate different levels of description along with strategies and criteria for evaluating solutions. (Contains 4 figures and 15 references.) (Author/SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A