The development of design and technology from a problem-solving perspective: apropos eleven to fourteen year-old pupils within the English education system

The purpose of this study is to establish the efficacy of problem solving within design and technology as experienced by pupils, teachers and `experts' in England. Participants in the study included a representative sample of pupils and teachers involved in teaching and learning of this subject within key stage 3 (pupils aged eleven to fourteen). Further participants comprised two complimentary groups of `experts', including researchers, teacher trainers, advisers and inspectors. In addition to a review of literature, focus group interviews took place with a range of design and technology/technology departments and a sample of their respective pupils. Two further group interviews occurred with groups of design and technology education `experts'. Responses to questions were analysed using a constant comparative method of handling qualitative data associated with the concept of grounded theory. Findings of this study were as follows: In spite of imperatives for problem solving to be paramount throughout the development of design and technology - culminating in various national curriculum versions during the 1990s - teachers found problem solving, within their experience, illl-defined and confusing. While there was a consensus that problem solving was important, teachers felt dissatisfied about its effectiveness. Pupils confirmed the aspects of uncertainty raised by their teachers. Generally, teachers recognised a need, and, expressed a desire, for more in-service training and support regarding problem solving. In addition to `confirming' concerns about problem solving, expressed by their teachers,pupils wanted more and better problem solving within design and technology. They also expressed a desire for better links to be made to other dimensions of design and technology. Data emanating from groups of `experts' confirmed issues raised by teachers and pupils