Seng, S. (2024, June), Board 150: Systematic Review of the Design Fixation Phenomenon at the K-12 Engineering Education (Other)  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46711

\bibitem{asee_peer_46711}
  Seng, S. (2024, June), \emph{Board 150: Systematic Review of the Design Fixation Phenomenon at the K-12 Engineering Education (Other)}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46711

Sopheak Seng.  "Board 150: Systematic Review of the Design Fixation Phenomenon at the K-12 Engineering Education (Other)".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46711 Internet.  25 May, 2025

\bibitem{asee_peer_46711}
  Sopheak Seng.
  "Board 150: Systematic Review of the Design Fixation Phenomenon at the K-12 Engineering Education (Other)".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46711 Internet.  25 May, 2025

@INPROCEEDINGS{asee_peer_46711
author = "Sopheak Seng"
title = "Board 150: Systematic Review of the Design Fixation Phenomenon at the K-12 Engineering Education (Other)"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46711}
number = {10.18260/1-2--46711}
}

TY  - CPAPER
AB  - Design fixation is a phenomenon that inhibits fluency in design thinking. Design fixation is a distinct and established research topic at a post-secondary level which has shown that practitioners of engineering in any capacity (e.g., college students, college professors, or professional engineers) can experience fixation. However, because engineering education is still finding its footing in the K-12 setting, the impacts of fixation on K-12 students are yet to be fully studied. This systematic review is intended to explore how design fixation looks like in the K-12 space and what educational researchers know about the phenomenon. The result points to a landscape of limited studies in this area which makes it impossible to draw any concrete conclusions about the impacts of design fixation on K-12 students’ development of engineering mindset.

AU  - Sopheak Seng
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 150: Systematic Review of the Design Fixation Phenomenon at the K-12 Engineering Education (Other)
UR  - https://peer.asee.org/46711
DO  - 10.18260/1-2--46711
ER  -