Abstract
Osiurak and Reynaud argue that children are not a good methodological choice to examine cumulative technological culture (CTC). However, the paper ignores other current work that suggests that young children do display some aspects of creative problem-solving. We argue that using multiple methodologies and examining how technical-reasoning develops in children will provide crucial support for a cognitive approach to CTC.
Design of Problem-Based Learning and Development of Hands-on Activity in accord with the Problem-Based Learning for Enhancing Students' Creative Problem Solving Ability in Technology Education