What is the context and background to this pilot project?
Recent OECD publications(1, 2) explicitly link effective education with future employability and highlight the importance of improved school-employment alignment, transverse and technical skills. Among these, problem solving within STEM subjects has been cited as highly sought after by employers(3). This pilot study seeks to investigate activity, out with the scope of my PhD, in which pupils were seen to employ materials and resources in unexpected ways to support problem solving in the Technology class; and which may be better explained using a model of ‘distributed cognition’.
What is this project investigating?
The ways in which pupils interact with and employ tools, materials, objects and each other to support cognition and problem solving. An simple example of this is physically rearranging scrabble tiles to make it easier to generate new words (rather than doing this in your head). The study will examine the extent to which such interactions can be explained as a whole cognitive system and whether this can form the basis for developing improved instructional strategies for pupils in the classroom. As this is currently in a pilot phase, it is being investigated on a small scale to assess proof of concept.
What are the intended outcomes and potential impact?
Proof of concept for a larger scale investigation that will allow for a better understand of similar types of interactions to be developed through a distributed cognitive approach. Such a study would:
- Begin building a body of evidence on which refinements and developments could be made to pedagogy and instructional design.
- Increase our understanding, in general, of the processes children employ to help them solve problems in similar practical contexts.
- OECD (2013), Education at a Glance 2013: OECD Indicators, OECD Publishing.
- OECD (2013), Action Plan for Youth, Meeting of OECD Council at Ministerial Level, Paris.
- STEM-ED Group (2007), Industry and the School Curriculum Across Science, Technology, Engineering and Mathematics. University of Glasgow.
This project is funded by the Adam Smith Research Foundation and supported by the Curriculum, Assessment & Pedagogy Research & Teaching Group at the University of Glasgow .
Download an information leaflet for this project.