IBSE Final

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Lampiran S10-4

Developing possible solutions

Engineers conduct research on the problem and on the solutions used in the past rather

than offering the first solution that comes to their minds in the design process. They

determine what they need to develop these solutions (Hynes et al. 2011). For this reason, it

is significant to conduct studies which define and analyse the science concepts that students

need in engineering education studies in the field of science education. Students identify the

needs of the problem; describe the science and mathematics content they need. There is no

single correct solution to engineering design problems in real life, there are often many

solutions and the process of producing possible solutions to the needs emerges as a process

in which engineers develop solutions by using their creativity (Dym et al. 2005). After

identifying many possible solutions, engineers must decide on the correct solution

according to the design criteria and limitations (Silk, Schunn & Cary, 2009).

Identification of the needs of the problem, developing possible solutions and selecting the

best solution fall under the “generation of design solutions” phase (Katehi et al. 2009). At

this phase, students should carry out a process in which they apply their scientific

knowledge, instead of benefiting only trial and error method. This provides the

opportunity to assess science content knowledge along with teaching engineering concepts

(Boesdorfer and Greenhalgh 2014). For this reason, teaching and learning activities are

organized to make students gain the necessary concepts of science and mathematics to

develop the design solution in this phase. A wide range of different teaching methods can be

used at this phase.

(Sumber: Arık & Topçu, 2020)