Design and Technology Education (LJMU)
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Beyond Knowing How to Make it Work: The conceptual foundations of designing
Get PDFGilbert Ryle (1949) divided knowledge into “know that” and “know how”, which is neatly appealing to many design and technology educators, and like many writers on developing the curriculum, Kahney (1993) made a distinction between declarative knowledge: verbal knowledge, that is, the kind you get from books,instructions and being told what to do. and procedural knowledge: In order to achieve skilled performance you need to be able to translate declarative knowledge into actions. A new form of representation, known as procedural knowledge must be established. (p.91) However, a curriculum that consists simply of information and techniques not only fails to reflect the original intentions of the creators of the UK National Curriculum for design and technology but also misses the mark in terms of developing creative and inventive minds. Evidence from such fields as cognitive archaeology (e.g. Renfrew, 1994) suggest that the symbiotic relationship between mind and hand that typifies technological action and innovation was a primary driver within human evolution. Thus designing technology is one of the defining characteristics of our species. Technology education, therefore, should not be seen simply from an instrumentalist viewpoint as a preparation for the world of work but as a preparation for full functionality in human society. A tentative taxonomy of the features of conceptual learning within technological action should, therefore, include those features that define our humanity and our distinctiveness from other species. These are identified as the ability to be self-reflective, to play with ideas, to make analogical connections between apparently disparate features and to indulge in leaps of the imagination. The contention is that if we fill up our curriculum with declarative and procedural knowledge, without acknowledging and encouraging the unique response or the innovative idea, then we will have designed a curriculum that, however hard we try, will never really succeed in “making it work” for many of our most creative pupils
Art and Design and Design and Technology: Is there creativity in the designing?
Get PDFThis paper explores the potential of ‘blurring the boundaries’ between art and design and design andtechnology with specific reference to ‘improving creativity’ in design and technology, as recommended in an inspection report of secondary and primary schools in England by Ofsted (2008: 7). The paper explores the evolution of the English National Curriculum in art and design and design and technology. It discusses the impact of the 2007 programmes of study for Key Stage 3 (pupils aged 11-14 years) in the context of commonalities across the two subjects with specific reference to designing and creativity. It looks at the increased interest in creativity in the curriculum and presents the findings of a small-scale research project exploring creativity in art and design and design and technology. The development of a three feature model that can be used for analysing creativity in an educational context is described together with a model for helping pupils make design decisions. The paper continues with a brief review of units of work in art anddesign and design and technology and identifies similarities and differences of approach and outcome. It concludes that designing is a creative activity used by professional designers; however, there are issues ofwhether pupils, as novice designers, can rely solely on learning the process of ‘designing’ to ensure their creativity potential in the context of a school classroom. As a complex concept creativity, depends on the convergence of a number of features. These include sound domain or subject knowledge and skills, process-relevant features that control the direction and progress of the creative process and social, environmental features that ensure a supportive, conducive environment that enables pupils to be confident, motivated and able to take risk. The role of the teacher in ensuring pupils’ creativity is crucial in that they need to plan interesting open-ended units of work, give pupils opportunities to make design decisions, ‘dwell time’ for reflection and plan the effective use of resources and space. It suggests that collaboration between teachers of art and design and design and technology would be beneficial in the quest for creativity within the context of appreciating the similarities and differences of the subjects
Models of Change: The impact of ‘designerly thinking’ on people’s lives and the environment… Ken Baynes
Get PDFThe Cultural Transmission of Artefacts, Skills and Knowledge: Eleven studies in technology education in France
Get PDFThe Epistemological Differences Between a Teacher and Researcher: A personal journey illustrating second order action research
Get PDFThis keynote address tells the personal journey of a former teacher who is now involved in educational research. Educational research is topical at the moment in Design and Technology (D&T) Education, as many initial teacher training (ITE) courses make the transition to masters level accreditation, something endorsed by the teacher training and development agency (TDA) as a means of enhancing the status of the teaching profession. The implication being that ITE courses will develop a significant research component to their courses. This paper argues against relying on experience only, or anecdotal accounts as ameans for understanding or explaining the nature of the phenomena being studied. The case for conducting educational research that is ‘systematically, sceptically and ethically’ (Robson, 2002) conducted, is seen as a means understanding human behaviour, in a way that leads to conclusions that are credible (Cohen, 2007). The author draws on his experience as both a teacher in school, and as a Principal Investigator of a large, Gatsby funded research project, which looked at creativity in design and technology which is influencing policy and practice both nationally and internationally
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Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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