Abstract
This study aimed to characterize the thinking processes of junior high school students in electric circuit design using protocol analysis based on the OODA (Observe-Orient-Decide-Act) loop framework. Twelve eighth graders were selected as participants from the results of a pre-survey regarding concept of electric circuit, and their thinking processes were analyzed in upper and lower groups. Participants worked in pairs on design tasks, and their speeches and operation protocol data were collected and classified into phases. Trends in phase frequency, work frequency, and sequential patterns were analyzed to examine the characteristics. The upper group showed a trial and evaluation procedure, using hypothesis-forming inference with reference to electrical knowledge and experience. In contrast, the lower group tended to repeat decision-making and specific assessments in an ad hoc manner without appropriate feedback on the execution results.
