Collaborative Design Problem Framing Around Design Challenges in an Informal Learning Space

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-3 - Special Topics in Engineering and Computer Science: Engineering Design, Computational Thinking, and Assessment

Abstract

With the strong emphasis on the engineering design process in STEM learning, this study addresses the need to gain deeper insight about the design process beyond the use of prescriptive design models. Specifically, problem framing a designerly way of thinking was studied through interaction analysis of video data where youth collaborated on design challenges in an informal learning space or engineering-oriented maker space in a rural Midwestern town. In this exploratory case study, analysis of three hours of the video data around one focal group is presented. Problem framing was operationalized as the youth’s consideration of “things-to-deal-with” during the design process through articulation, argumentation and negotiation. Findings indicated that the youth engaged in a dynamic process of framing which was both personal and socially negotiated. Youth responded to surprises and some of these interactions resulted in impasse moments. The study foregrounds the dynamic and complex process of design problem framing. Design problem framing calls for responsive facilitation and skillfulness in mediating frame conflict.

Author

• Verily Tan, Indiana University - Bloomington