Engineering design process on designing a neighborhood in project-based learning environment: a comparison of field dependent and field independent cognitive style students
Résumé
In this paper we explore 7th grade field dependent, field mixed and field independent cognitive style students’ engagement with engineering design processes while designing a two-dimensional scale plan of a neighborhood in Project Based Learning environment. To do this, verbal protocols throughout classroom observations and interviews were collected from 97 seventh-grade students. We analyze these protocols to document the students’ engagement with engineering design processes. The results show that project-based learning engages all students in engineering design processes while designing a two-dimensional scale plan of a neighborhood as a project.
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