Engineering Design & Design Thinking: A proposed conceptual design framework for the K-12 education system.
Bibliographic record
Abstract
The purpose of this exploratory pilot study is two-fold. The first part is to explore the scope of literature on approaches to complex problem solving using a design thinking framework or an engineering design framework. The second part is to explore if a new series of design conceptual frameworks for approaching complex open-ended problems would be useful for K-12 educators. To best answer these research questions, the first part of the study will use data collected from the document analysis to develop preliminary conceptual frameworks that will be modified using a Delphi approach with design experts. The second part of the study will consist of a small focus group interview with K-12 educators to collect their views on teaching problem solving by design and if the proposed frameworks might be useful. This preliminary study has the potential to contribute towards education by helping educators integrate strategies for teaching problem solving and opportunities for students to develop these skills. Lastly, this study could also potentially contribute towards helping students learn more about the engineering profession.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".