J ournal of T echnology Education

Abstract

The research reported in this paper is drawn from a much larger three-year study focused on the 1996 implementation of Problem Solving Through Technology topics in Alberta, Canada elementary science classrooms. In this three year study, we worked to characterize childrens development of technological knowledge and skills during design technology problem solving activities and report on support needed by teachers to present these topics in classrooms. We also examined the Problem Solving Through Technology inquiry model presented in the Alberta Elementary Science Program (1996) and explored whether this model resembled how professionals (e.g., engineers) engaged in technological problem solving described their work.