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Roël-Looijenga, A. (author), Klapwijk, R.M. (author), de Vries, M.J. (author)
In this paper, pupils’ design behaviour is regarded as an expression of active knowledge acquisition. Four cases of building a task structure, which supports effective discovery learning, were investigated. We focus on simple characteristics in a model to explain the effects of the structure on task execution. It reconciles<br/>the advantages of...
conference paper 2018
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Schut, A. (author), Klapwijk, R.M. (author), Gielen, M.A. (author)
This paper explores patterns in the feedback preceding instances of design fixation in children (age 9 to 11) carrying out a co-design project. Our goal is to find ways to improve the early mastering of their divergent (DT) and convergent thinking (CT) skills, which in turn will help the children to develop their creative abilities. Previous...
conference paper 2018