Research into technological problem solving has shown it to exist in a range of forms and draw upon different processes and knowledge types. This paper adds to this understanding by identifying procedural and epistemic differences in relation to task performance for pupils solving a well-defined technological problem. The study is theoretically grounded in a transformative epistemology of technology education. 50 pupils in small groups worked through a cantilever problem, the most and least successful solutions to which were identified using a Delphi technique. Time-interval photography, verbal interactions, observations and supplementary data formed a composite representation of activity which was analysed with successively less contrasting groups to isolate sustained differences. Analyses revealed key differences in three areas. First, more successful groups used better and more proactive process-management strategies including use of planning, role and task allocation with lower levels of group tension. Second, they made greater use of reflection in which knowledge associated with the technological solution was explicitly verblised. This was defined as ‘analytical reflection’ and reveals aspects of pupils’ qualitative technical knowledge. Third, higher-performing groups exhibited greater levels of tacit-procedural knowledge within their solutions. There was also evidence that less successful groups were less affected by competition and not as comprehensive in translating prior conceptual learning into their tangible technological solutions. Overall findings suggest that proactive management, and making contextual and technical connections, are important for pupils solving well-defined technological problems. This understanding can be used to support classroom pedagogies that help pupils learn to problem solve more effectively.

对技术问题解决的研究表明，它以多种形式存在，并利用不同的过程和知识类型。本文通过确定与解决明确技术问题的学生的任务表现相关的程序和认知差异来增加这种理解。该研究在理论上以技术教育的变革认识论为基础。50 名学生分成小组解决悬臂问题，使用德尔菲技术确定了最成功和最不成功的解决方案。时间间隔摄影、口头互动、观察和补充数据形成了活动的复合表示，并用连续的对比较少的组进行分析，以隔离持续的差异。分析揭示了三个领域的主要差异。第一的，更成功的团体使用更好、更主动的过程管理策略，包括使用计划、角色和任务分配，团体紧张程度较低。其次，他们更多地利用反思，其中与技术解决方案相关的知识被明确地表达出来。这被定义为“分析性反思”并揭示学生定性技术知识的各个方面。第三，高绩效群体在他们的解决方案中表现出更高水平的隐性程序知识。还有证据表明，不太成功的群体受竞争的影响较小，并且在将先前的概念学习转化为他们有形的技术解决方案方面不够全面。总体调查结果表明，主动管理，并建立上下文和技术联系，对学生解决明确的技术问题很重要。这种理解可用于支持课堂教学法，帮助学生学习更有效地解决问题。