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|Title:||Contrasting Cases: What We Can Learn from Students’ Perceptions of “Good” Design|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Walker, J. & King, P. (2006). Contrasting Cases: What We Can Learn from Students’ Perceptions of “Good” Design. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 806-811). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Set in the context of an engineering design course, this study used contrasting cases to examine undergraduates' (1) ability to discriminate poor and excellent examples of student design projects, and (2) students' justifications for their ratings. At the beginning of the yearlong course, only 76% of students correctly identified the better project. Toward the end of the course, the majority of students correctly identified the superior example; however, many failed to note serious flaws in the poor example. Analyses of student justifications showed that most students used superficial reasons (e.g., readability) initially and deeper structural reasons (e.g., process) on the post-test. Results are discussed in terms of expert-novice differences, and how educators can support students' ability to notice salient problem features.|
|Appears in Collections:||ICLS 2006|
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