From order to disorder: the role of computer-based electronics projects on fostering of higher-order cognitive skills

This research explored learning and thinking processes enhanced by integrating computers in secondary schools electronics projects. Electronics studies provide a sophisticated learning environment, where computers are simultaneously part of the subject matter learned (Technology Education), and a means for enhancing teaching and learning (Educational Technology), as seen in any other area of education. The follow-up on fifty students working on their final projects showed that students working on computer-based electronics projects tend to adopt flexible strategies, such as creating new ideas, risk-taking, improvisation, using trial and error methods for problem solving, and rapid transition from one design to another. In contrast, students working on non-computerized electronics projects are more likely to progress along a linear path: planning, construction, and troubleshooting. Computerized projects also promote the transfer of knowledge between students, and joint development of ideas. Students who exercise freedom in their project do not express the same independence in their documentation, and prepare portfolios that show how they, supposedly, developed their system in an orderly manner. It is important to educate students, and teachers, that creative design and problem solving requires a balance between openness, flexibility, and intuition, on the one hand, and systematic investigation, discipline, and hard work, on the other hand.