Imperatives of Cognitive and Affective Skills for Innovative Problem Solving: A Fresh Perspective

G. Babu, M. Sushravya.G.
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Abstract

Most educational models that prescribe teaching and training methods to groom school children into innovators fail to take a deeper view of engineering design methodology. Yet others tend to ignore the importance of human values which must be an integral part of any innovative design process.  In this paper, We would first disaggregate design capabilities into its constituent capabilities, namely, exploring, creating and converging capabilities, which we need to master to produce better products and services, and then show how the cognitive and affective skills proposed by Benjamin Bloom, and Anderson and Krathwohl in their educational models can directly and significantly contribute to these constituent capabilities. With an improved understanding of the eco-system needed for better design solutions, we suggest that the present education systems, especially in developing countries, be critically reviewed and reoriented from the perspective of producing quality innovative designers, regardless of the problem area.
创新问题解决的认知和情感技能的必要性:一个新的视角
大多数规定教学和培训方法来培养学生成为创新者的教育模式,都没有对工程设计方法论有更深入的了解。然而,其他人往往忽略了人的价值的重要性,这必须是任何创新设计过程的组成部分。在本文中,我们首先将设计能力分解为其组成能力,即探索、创造和融合能力,我们需要掌握这些能力来生产更好的产品和服务,然后展示Benjamin Bloom、Anderson和Krathwohl在他们的教育模型中提出的认知和情感技能如何直接和显著地促进这些组成能力。随着对更好的设计解决方案所需的生态系统的更好理解,我们建议,无论问题领域如何,从培养高质量创新设计师的角度,对当前的教育系统,特别是发展中国家的教育系统进行批判性审查和重新定位。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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