Impact of Cooperative Learning on Design Fixation in an Engineering Design Class

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-22 - Advances in Cooperative Learning

Abstract

The purpose of this study was to examine if design fixation of elementary students exists in engineering-based context and to ascertain how grade level and cooperative learning strategies influence design fixation in elementary engineering education. The mixed methods design was utilized based on qualitative and quantitative methodologies. A total of 41 students participated in an engineering design class from an elementary school located in a Midwestern area. The results of this study suggest that design fixation could be found from the majority of students in their design process. Any type of cooperative learning strategies did not influence individual student design fixation. Cooperative learning could encourage students have better group design, but it does not seem to influence individual design.

Author

• Woori Kim, Purdue University