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ERIC Number: ED537390
Record Type: Non-Journal
Publication Date: 2012
Pages: 16
Abstractor: ERIC
Reference Count: 20
ISBN: N/A
ISSN: N/A
Team Based Engineering Design Thinking
Mentzer, Nathan
National Center for Engineering and Technology Education
The objective of this research was to explore design thinking among teams of high school students. This objective is encompassed in the research question driving this inquiry: How do teams of high school students allocate time across stages of design? Design thinking on the professional level typically occurs in a team environment. Many individuals contribute in a variety of ways to facilitate the successful development of a solution to a problem. Teachers often require students to work in groups, but little is known about how the group functions in the context of design and the potential interaction between group performance and authentic design challenges. Few research results are available to guide teachers in developing successful design teams and encouraging them in their efforts. In this study, 17 teams, each comprised of 2-4 high school students, were asked to complete a team based engineering design challenge. Observational protocol analysis was conducted based on a foundation of previous work, including the adoption of previous coding schemes. Differences between groups and individuals were compared. Teams of students were split in two groups; one set of teams received a playground design problem while the other received a hallway design problem. Teams worked up to two hours after school on the design problems and provided the recommendations resulting from their work at the conclusion of the session. (Contains 4 tables.)
National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail: ncete@usu.edu; Web site: http://ncete.org
Publication Type: Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: National Center for Engineering and Technology Education (NCETE)