Creativity and Ingenuity, Design, and Problem Solving

Creativity and Ingenuity, Design, and Problem Solving

Stephan Petrina (University of British Columbia, Canada)
Copyright: © 2007 |Pages: 31
DOI: 10.4018/978-1-59904-337-1.ch005
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Abstract

One of the most used and abused approaches to technology studies in the schools is creative design and technological problem-solving. Current research suggests that it is not clear what students learn, if anything, in many creative design and technological problem-solving activities. Recalling the previous chapters, it is not enough to merely involve students in activities and problems. Emotions, knowledge, and skills must be articulated, organized, and demonstrated. Inferences from mistakes and successes must be drawn. Procedures must be practiced. One of the reasons that creative design and technological problem-solving activities are often without adequate results is that technology teachers tend to take creativity, design and problem- solving for granted. We assume that creativity, design, and problem-solving are automatic components of what we practice in technology studies. However, little is automatic in education. There is more to design and problem-solving than learning methods and resolving technical problems. In this chapter, current research is brought to bear on creative design, ingenuity, and technological problem-solving. In technology studies, one of our missions is to demystify the processes and products of design and technology. It is not enough to merely teach students to express their creativity, design or solve problems. We use the processes of creative design and problem-solving to disclose self-knowledge and feelings as well as the cultural and material conditions of subsistence, work, and home life. It is relatively easy to say this is the case. What remains is for us to describe how technology teachers can derive knowledge and feelings from technologies. How does doing lead to knowing? This chapter explains eleven methods of disclosive analysis for teachers to use with their students to demystify the processes and products of design and technology. The chapter concludes with an explanation of design briefs, an essential tool for engaging students in design and problem-solving.

Complete Chapter List

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Dedication
Table of Contents
Acknowledgments
Chapter 1
Stephan Petrina
A great irony in this age of information technologies is that communication skills for many people have atrophied. Students take low levels of... Sample PDF
Analyzing and Designing Technology-Based Instruction
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Chapter 2
Stephan Petrina
What is intelligence? What do we know about knowledge? Are design and technological knowledge unique? Do different types of knowledge demand... Sample PDF
Organizing Knowledge for Instruction
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Chapter 3
Stephan Petrina
We began this book by acknowledging that the mere word “technology” provokes strong emotions or feelings from the heart. Advertisers play on these... Sample PDF
Feelings, Values, Ethics and Skills
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Chapter 4
Stephan Petrina
How do we factor the variability of students into our instructional methods? All students are different, and yet there are many commonalties from... Sample PDF
Instructional Methods and Learning Styles
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Chapter 5
Stephan Petrina
One of the most used and abused approaches to technology studies in the schools is creative design and technological problem-solving. Current... Sample PDF
Creativity and Ingenuity, Design, and Problem Solving
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Chapter 6
Stephan Petrina
Why do we use technologies in technology studies? Couldn’t we teach technology in a classroom without the complex lab and workshop infrastructures... Sample PDF
Learning Theory, technology and Practice
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Chapter 7
Stephan Petrina
Why should we teach technology in the schools? What is the reason for accommodating technology in the school curriculum? Why should we have to... Sample PDF
Justifying Technology Studies
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Chapter 8
Stephan Petrina
If status of a school subject is at issue, then content, benchmarks, and standards cannot be underestimated. Of course, the question is what content... Sample PDF
Technology Content, Process, and Standards
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Chapter 9
Stephan Petrina
Who should design the curriculum that technology educators teach? Should curriculum be developed by governments and ministries of education? Should... Sample PDF
Curriculum and Instruction Design
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Chapter 10
Assessment and Evaluation  (pages 280-321)
Stephan Petrina
Some teachers view assessment as a necessary evil. Some view assessment as their only real tool of discipline and power. Still other teachers view... Sample PDF
Assessment and Evaluation
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Chapter 11
Stephan Petrina
Classroom and facilities management require more than a series of techniques. Management and safety require a philosophy. Veteran teachers who “make... Sample PDF
Classroom Management, Facilities Design and Safety
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About the Author