Design and technology education students' use of critical thinking skills when solving design problems

Abstract

The literature shows that many learners lack critical thinking (CT) skills, which is problematic for a subject such as Design and Technology (DT), where the focus is on technological problem solving, where solving problems requires CT. Failure to develop DT learners’ CT skills may result in poor problem-solving abilities and design solutions. In the absence of knowledge of how these CT skills are used during the design process, this study explores how DT education students use CT skills to solve design problems in the early phases of the design process. Insights gained could inform curricula in developing CT skills in this process. A qualitative research approach with a single case study design was used to explore how eight third-year diploma students from Lesotho applied CT skills to solve ill-structured design problems. Purposive sampling was used to select the participants. A think-aloud protocol study (TAPS) was used to collect both verbal and visual data. A critical thinking skills framework and a design process model served as the conceptual framework for this study. The findings revealed that although all CT skills were used in both the problem-structuring and problem-solving phases, students used CT skills more frequently during problem-structuring than problemsolving. Interpretation, analysis, inference, and explanation were most prominent during problem structuring, while inference and explanation dominated problem solving. Selfregulation was notably limited in problem-solving. Further research should involve all phases of the design process with larger and more diverse samples to identify which CT skills are more prominent in specific phases of the design process.