Design thinking for the development of formal operations: A team-based middle school design curriculum

Author

Stephanie K. O'Dell, Virginia Commonwealth UniversityFollow

DOI

https://doi.org/10.25772/HWKG-9B46

Defense Date

2016

Document Type

Thesis

Degree Name

Master of Art Education

Department

Art Education

First Advisor

David E. Burton, Ph.D.

Second Advisor

Pamela G. Taylor, Ph.D.

Third Advisor

Robin Vande Zande, Ph.D.

Abstract

In this thesis, I propose a team-based design curriculum that aligns with the cognitive development of middle school age students. The ability to think abstractly develops at a specific time in development, according to widely accepted cognitive theory. The middle school years are the launching pad of abstract thinking. At this age, students are also primed for learning through social activity. The design process often includes abstract problem solving challenges, and working within a team structure. These ideas build a foundation for a research question—could a team-based design curriculum in middle school strengthen students’ natural cognitive development by providing opportunities for adaptations through experiential learning? In this thesis, I propose a team-based design curriculum for middle school students, which follows a trajectory of concrete to abstract challenges, complementing the natural cognitive transition of this age.

Rights

© The Author

Is Part Of

VCU University Archives

Is Part Of

VCU Theses and Dissertations

Date of Submission

5-11-2016