Design Fixation and Divergent Thinking in Primary Children

Autor/inn/en	Bartholomew, Scott R.; Ruesch, Emily Yoshikawa
Titel	Design Fixation and Divergent Thinking in Primary Children
Quelle	In: Technology and Engineering Teacher, 78 (2018) 2, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Design; Creative Thinking; Creativity; Problem Solving; Teaching Methods; Kindergarten; Young Children; Group Activities; Engineering Education; Brainstorming + Suchen Sie Ihr Suchwort? Kreatives Denken; Kreativität; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Gruppenaktivität; Ingenieurausbildung
Abstract	Research has shown that once a potential solution to a problem has settled into one's mind, it can be difficult to break from the original idea and move in a different direction (Cardoso & BadkeSchaub, 2009; Jansson & Smith, 1991). When designers are given examples (whether as models, photographs, sketches, or drawings), they often fixate on those examples and fail to move creatively away (Atilola & Linsey, 2015; Cardoso & Badke-Schaub, 2009). This original-idea fixation can limit a designer's creativity and ability to generate new ideas (Toh, Miller, & Kremer, 2014), as they may use more energy trying to force their original idea into working than they might in developing new and innovative approaches that might produce a better outcome (Hout, 2013). Fixation is not a problem confined to professional designers or adults; rather, idea fixation manifests itself in students of all ages and in a variety of context areas as well (Nicholl & McLellan, 2007). In fact, many classes with problem-based learning and design-oriented opportunities utilize educational practices that may lead students down procedural paths that encourage fixation (McLellan & Nicholl, 2011). For this article, the authors share their experiences with design fixation and offer suggestions to overcome it in students. (ERIC).
Anmerkungen	International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01