Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Educational Research and Methods
In this research paper, we report on our efforts to shed light on students’ experiences of design problems. To shed light on students’ experiences of design problems, our ongoing work investigates “framing agency,” defined as making consequential decisions about how to frame design problems and proceed in learning and developing solutions. We previously characterized framing agency in design team talk using discourse analysis. The purpose of this study was to develop and test a measure of framing agency. Our prior analysis highlighted that due to a number of factors, students may or may not perceive opportunities to frame problems; framing agency may be individual or shared with others; students may or may not perceive their decisions as consequential; and students may or may not learn as a result of their and their teammates’ decisions. Based on these dimensions, we developed an initial set of 52 items, which we then narrowed further based on expert review. We tested the items with students from three design-focused courses: a first-year course at a southwestern US research university (n=65) and two capstone senior courses (n=53 at the same southwestern research university and n=19 at a northern US research university). We conducted Exploratory Factor Analysis with a promax rotation and calculated Crohbach's Alpha to test internal reliability of related items. After removing low and cross loading items , we identified six latent dimensions covered by 18 items: individual consequentiality, shared consequentiality, learning as consequentiality, constrainedness, shared tentativeness / ill-structuredness, and individual tentativeness / ill-structuredness.
Svihla, V., & Gallup, A., & Kang, S. P. (2020, June), Development and Insights from the Measure of Framing Agency Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34442
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