Date of Graduation


Document Type



The problem of this study was to identify, describe, and verify physical facility factors for technological problem-solving activities in secondary school Technology Education programs. Seventy-four factors were identified. A review of the professional literature identified initial factors. Additional factors were identified from viewing videotape provided by teachers in 25 selected laboratories and through input from 13 selected inventors, entrepreneurs and problem-solving authorities. Twenty-four experts ranked each factor's potential in all of the following categories: General Physical Facility Factor, Defining, Generating, and Implementing. Aggregate median ranks were derived to indicate the relative potential of each factor. The major findings were: (1) Factors related to information resources ranked highest in importance. Included were a variety of print/non-print media, libraries/databases of prior student activities, self-instructional aids, user-friendly/appropriate software, computer input/output devices, and technical means to aid human senses, monitor common properties, or assist/record teacher/student presentations, activities, or R&D projects; (2) Factors related to extended learning environments resources ranked next highest. Included were opportunities to observe real world situations and outside the school environment communication systems; (3) Factors related to modeling and prototyping areas/resources ranked third. Included were fastening/joining, manual tools, physical materials, material manipulation, structural, mechanism/energy conversion, and control technology, and standards based upon educational/ergonomic needs of the students; (4) Factors related to drawing/design area/resources ranked fourth. Included were manual and computer supported resources; (5) Factors related to ambient features ranked fifth. Included were small group/reflective thinking areas, a warm, user-friendly and current aura, and attention to color/architecture; (6) Measurement resources ranked sixth. Included were semi-precision, precision, specialized, and computer interfaces; (7) Factors related to flexibility, reconfigurability, and adaptability in furnishings ranked seventh, and (8) Factors related to fixed/semi-fixed architectural components ranked eighth. Overall, the findings suggest that: (1) information rich and extended learning environments are very important for technological problem-solving (TPS) environments, (2) combinations of factors contribute to TPS environments, (3) all 74 factors are important to some degree in TPS environments, (4) Resources needed for TPS including: (a) defining technological problems, (b) generating/developing creative ideas for TPS, or (c) implementing technological problem-solutions require resources seldom found in most public school libraries, classrooms, or Technology Education facilities.