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1.
Designers as Teachers and Learners: Transferring Workplace Design Practice into Educational Settings
B. Mawson 《International Journal of Technology and Design Education》2007,17(2):163-177
The nature of the design process and how to develop this skill in novice designers has been of considerable interest to technology
educators. The relationship between workplace and school-based design is one area in which a need for further research has
been identified by Hill and Anning (2001, International Journal of Technology and Design Education
11, 111–136). The research project described in this article had two aims. The first was to compare the workplace practice of
six experienced designers with their practice when working on a technological assessment task as part of a pre-service teacher
education programme. The second aim was to investigate their experience on teaching practicum in developing design skills
with secondary school students. Findings from the research are described and the paper concludes with a discussion of the
implications for teaching technology education. 相似文献
2.
Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching
methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants
in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades (16–18 years old). By the
end of 12th grade, the pupils had created 57 authentic projects. The intervention program had two parts: first, the pupils
documented their project according to a creative design process that had been introduced to them. Second, the projects were
assessed according to a creative thinking scale. This scale was designed to assist pupils in documenting the design process.
It could be used as a guideline for teachers and pupils during the course of the project. The research examined pupils’ performance
during project-based learning. The research tools included: observations of class activities, portfolio assessment, and external
matriculation assessment. The findings show first that pupils learned to document their design process. Second, pupils’ projects
demonstrated various levels of creative thinking skill. Evidences for high-level documentation of the projects were found
in pupils’ portfolios. On the other hand, there is much to be learned about documenting teamwork and pupils’ reflection. This
research could assist researchers and teachers who are interested in assessing engineering education outcomes. 相似文献
3.
This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers
in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed,
together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom
performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher
perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally
in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design
and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes
within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with
the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
4.
This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design
and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning
of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body
of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as
practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s
perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops
the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes
an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated
to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial
designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary
design practice. The main objective of the research described in this paper was to determine the status and development of
Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted
in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses
delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary
years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly,
the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design
fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms
as they have ever been and that more research is needed in order to better understand and apply the related pedagogy. 相似文献
5.
Tomas Hellström 《International Journal of Technology and Design Education》2007,17(3):305-321
The various modes in which individuals relate to the collectivity of a group have been fruitfully explored in research on
group dynamics. The present paper applies a phenomenological interview approach to understand how this dynamic relationship
plays out among design students in a collaborative design situation. Through deep-interviews with the members of a temporary
design group, a number of dimensions for this relationship were uncovered. These individual-group characteristics related
to instrumentality of engagement, experience of ambivalence and threat and finally to the process of individualization in which the group enabled an individual “design self”. After having presented the theoretical underpinnings and the empirical
results of this study, the paper ends with suggesting a synthesis perspective of the individual-group relation in collaborative
design. 相似文献
6.
Frank Banks 《International Journal of Technology and Design Education》2008,18(3):221-229
In this issue of the International Journal of Technology and Design, we report on a series of case studies from the second
phase of an international project—Developing Professional Thinking for Technology Teachers (DEPTH2). The first phase of the
project was a study conducted with both primary and secondary technology pre-service teacher education students in a number
of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their
professional knowledge. We discovered that, despite the different country contexts, student teachers of technology could articulate
aspects of their developing teacher knowledge using the same framework for teacher professional development. As previously
reported in this journal (Banks et al. International Journal of Technology and Design Education, 14, 141–157, 2004), the common graphical tool enabled them to set out their subject knowledge, pedagogical knowledge and ‘school’
knowledge and was useful in helping them become more self-aware. In this second phase of the project we have developed this
line of research in two ways. First, we extended the range of participants to include experienced teachers involved in in-service
work connected to curriculum development. Second, we looked at the inter-relationship for pre-service teachers between their
developing professional knowledge and their own ‘personal subject construct’. In this article, the theoretical framework for
the subsequent papers is described and set in the context of recent debates surrounding the nature and importance of teacher
knowledge; and the way such professional knowledge can be articulated by teachers. 相似文献
7.
Wan-Ling Wang Shen-Guan Shih Sheng-Fen Chien 《International Journal of Technology and Design Education》2010,20(4):433-451
Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design
studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces
of knowledge. In this research, firstly, ‘Knowledge Trading Game’ is proposed to be a way for promoting students’ design knowledge
exchange, dissemination and refinement. Twelve students are randomly chosen as experimental participants. And secondly, ‘virtual
value’ is used for students to trade their design knowledge. In this game, students buy others’ design knowledge to extend
their design problem space; students decrease their design solution space through their sold design knowledge. Finally, ‘protocol
analysis’ is adapted as the research methodology to examine the results of implementation. A positive outcome is identified
that Knowledge Trading Game encourages collaborative design learning. 相似文献
8.
David Mioduser Nadav Betzer 《International Journal of Technology and Design Education》2008,18(1):59-77
The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers,
and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution
of Project-based-learning (PBL), as pedagogical means for supporting the students’ knowledge acquisition and problem-solving
process. The findings show a significant increase in formal knowledge as measured by standardized matriculation exams; an
expansion in the scope of technological knowledge acquired and implemented, and in the scope of knowledge resources utilized
for the projects; a high level of overall performance as regards to the set of design skills studied; a positive change in
attitude towards technology and technological studies; the emergence of consistent design styles by individuals and groups
along their work in the projects. 相似文献
9.
This paper discusses the ways in which the long-established tradition of the design ‘practicum’ continues to structure teaching
and learning in undergraduate programmes. It draws on an in-depth empirical study of one degree course in graphic design and
accompanying research in a small number of professional graphic design studios; this dual focus enables identification of
shared practices and discourses across the two contexts.
Examination of its distinctive modes of teaching and learning indicates the effectiveness of practicum pedagogy in promoting
design understanding and the professional preparation of students. The study’s insights into the design classroom are illuminated
by situated theories of learning, particularly the idea that knowing equates to participation in the specialist knowledge
community of graphic design.
A key feature of the learning situation is identified as the practicum discourse shared by tutors and learners, which is characterized
as metaphor-based rather than analytical and abstract. The strengths and limitations of this practice-oriented discourse are
discussed in the light of the recognized difficulties in articulating art and design knowledge, and its consequent problematic
status in the academy. The paper’s focus on metaphorical discourse offers a different view of design pedagogy, and suggests
a means of researching it that may also be relevant to other practice-oriented domains. 相似文献
10.
Nicolaas Blom Alfred Bogaers 《International Journal of Technology and Design Education》2020,30(1):1-20
One of the characteristics of the twenty-first century is the increase in the information sources available to designers to make their design decisions. However, current verbal protocol analysis methods and theoretical frameworks do not explain how internal and external information sources contribute to novice designers’ moment-to-moment thought processes. The purpose of this paper is to examine the use of Linkography, a protocol analysis method, to investigate the nature of novice designers’ thought processes. We also introduce the use of coloured archiographs, as a complimentary tool, to analyse how novice designers use information sources during the early phases of the design process. In order to discuss and illustrate the use of these analysis methods, we report on a case study in which a group of Grade 8 participants completed a design task requiring them to design a heat retaining food container for street food vendors at a taxi depot. The findings of this study suggests that Linkography, in combination with coloured archiographs, is a novel method in technology education to analyse and visually represent how students think while they are designing. 相似文献
11.
Moti Frank Ilana Lavy David Elata 《International Journal of Technology and Design Education》2003,13(3):273-288
This paper presents perceptions and attitudes of freshmen students that have participated in an introductory Project-Based
Learning (PBL) course in engineering. The course, `A creative introduction to mechanical engineering', was developed and is
taught in the Faculty of Mechanical Engineering at the Technion. In this course, teams of students carry out mini-projects
that require the design and construction of devices that perform pre-defined tasks. The qualitative paradigm was found to
be suitable for studying the process undergone by the students, mainly because the study focused on the human aspect — the
students' emotions, thoughts, behavior, and difficulties. Data was collected by means of semi-structured interviews with the
students, the teacher, and the teaching-assistant, by observations in the classroom, and by analyzing students' reports. The
paper presents the students' perceptions of: the aim of the course; the instructor's role in a PBL environment; characteristics
of PBL course; advantages of the PBL from the students' point of view; PBL as a learning environment for future engineers,
and implications of learning in teams.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
12.
Nick Given David Barlex 《International Journal of Technology and Design Education》2001,11(2):137-161
This paper discusses the ways in which teachers exploited a set of curriculum materials published as a vehicle for curriculum
innovation, and the relationship between chosen modes of exploitation and teachers’ own perceptions of how the materials had
’added value’ to their teaching. The materials in question were developed by the Nuffield Design and Technology Project (’the
Project’) to offer a pedagogy appropriate to the statutory curriculum for secondary school design and technology education
in England and Wales (DFE/WO 1995). The Project had sought both to inform the statutory curriculum, and respond to its requirements.
An earlier case study (Givens 1997) laid the foundations for the survey that is reported here. This paper focuses on the teaching
of pupils aged 11–14. It finds that while most teachers made at least some use of all the various components of the publications,
they were selective. While the Study Guide, which carries out a meta-cognitive dialogue with pupils, was generally underused,
those teachers who did use it perceived greater value added by the materials as a whole to the quality of pupils’ work, their
effectiveness in design and technology and their autonomy.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
13.
Architectural design is a knowledge-intensive activity; however, students frequently lack sufficient knowledge when they practice
design. Collaborative learning can supplement the students’ insufficient expertise. Successful collaborative learning relies
on knowledge sharing between students. This implies that the peers are a considerable design knowledge source for the students.
However, students are involved in grade competition. Students may not be willing to share because knowledge is a critical
resource for students’ performance. The web technology has been used to facilitate knowledge exchange among students; nevertheless,
the convenience of technology may tempt free riding behavior and impede the development of a knowledge sharing culture. The
purpose of this exploratory study is to probe whether the peers and a web forum are the students’ primary knowledge source
by investigating students’ knowledge sources during the design process. The results demonstrated that (1) studio-mates were
a primary design knowledge source for the students, (2) the ill-defined nature of design problems may be the main contributing
factor encouraging knowledge sharing behavior, (3) the shared web forum was not a primary knowledge source for the students
and did not have a significant influence on the knowledge sharing culture, and (4) we can estimate the knowledge sharing culture
in a design studio through investigating students’ knowledge sources. Furthermore, several additional findings and implications
are elaborated. 相似文献
14.
There are various aspects to teachers’ professional knowledge, some such as subject knowledge are more easy to articulate
than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various
aspects of teachers’ professional knowledge in order to be able to help themselves reflect on and develop these various aspects.
This research builds on earlier work conducted with design and technology colleagues in a number of different countries and
teacher training institutions (see Banks et al., International Journal of Technology and Design Education, 14, 141–157, 2004). Leach and Banks, together with other colleagues, developed a visual tool for discussing the aspects of professional
knowledge that student teachers are required to develop and this formed the basis of this research (Leach and Banks, Investigating the developing ‘Teacher Professional Knowledge’ of student teachers, 1996). The research was carried out with a cohort of 1-year Post Graduate Certificate in Education (PGCE) students on a
conventional face-to-face programme. There were 11 in the group with six male and five female and the majority were aged under
25; this is atypical of this course both for gender and age, but this constituted the 2004–2005 intake. There were three data
collection points: September 2004, on their first day of their course; January 2005 following their first school placement
and June 2005 at the end of the course. The findings indicate the students’ development across the PGCE course in each of
the areas relating to knowledge of subject, pedagogy and school. In each area there is a growth in their knowledge and a development
in the complexity of their understanding. The students’ knowledge developed from a generalised understanding to a more specific
and sophisticated one. It is hoped to be able to continue this research during the induction year of each successful student. 相似文献
15.
In recent years, academics and managers have been very interested in understanding how firms develop alliance capability and have greater alliance success. In this paper, we show that an alliance learning process that involves articulation, codification, sharing, and internalization of alliance management know‐how is positively related to a firm's overall alliance success. Prior research has found that firms with a dedicated alliance function, which oversees and coordinates a firm's overall alliance activity, have greater alliance success. In this paper we suggest that such an alliance function is also positively related to a firm's alliance learning process, and that process partly mediates the relationship between the alliance function and alliance success observed in prior work. This implies that the alliance learning process acts as one of the main mechanisms through which the alliance function leads to greater alliance success. Our paper extends prior alliance research by taking a first step in opening up the ‘black box’ between the alliance function and a firm's alliance success. We use survey data from a large sample of U.S.‐based firms and their alliances to test our theoretical arguments. Although we only examine the alliance learning process and its relationship with firm‐level alliance success, we also make an important contribution to research on the knowledge‐based view of the firm and dynamic capabilities of firms in general by conceptualizing this learning process and its key aspects, and by empirically validating its impact on performance. Copyright © 2007 John Wiley & Sons, Ltd. 相似文献
16.
Behind organizational slack and firm performance in China: The moderating roles of ownership and competitive intensity 总被引:3,自引:2,他引:1
Extensive studies of the organizational slack–performance relationship offer mixed findings in developed economies while little
research attends to transition economies. Replicating and extending earlier work by Tan and Peng (2003), this study examines the relationship between organizational slack and firm performance in China and focuses on the moderating
effects of firm ownership and competitive intensity. Empirical findings based on longitudinal data from 60,945 firms during
1998–2002 suggest that the impact of organizational slack on performance is stronger for private enterprises than for SOEs
and foreign-invested enterprises. Furthermore, industry competitive intensity positively moderates the effect of organizational
slack on performance. In a three-way interaction effect, the moderating effect of competitive intensity on the organizational
slack–performance relationship is weaker in SOEs than in private enterprises and foreign invested enterprises. 相似文献
17.
Piet Ankiewicz Estelle De Swardt Marc De Vries 《International Journal of Technology and Design Education》2006,16(2):117-141
Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology
on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications
of technology into account, the Science–Technology relationship can be extended to the field of Science, Technology and Society
(STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual
relationship between technical objects, the natural environment and social practice. Because technology is a key element of
STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology
as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology,
being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously.
The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order
to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines.
Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham’s proposed
preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge)
and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology
which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified
methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology
of technology will each be discussed from a philosophical, historical and practice-based methodological perspective. Some
implications of the philosophy for STS are identified and discussed. 相似文献
18.
Paul W. Wormald 《International Journal of Technology and Design Education》2011,21(4):425-447
This paper describes pedagogic research to instigate, support and understand a significant change in the education of undergraduate
industrial design students. Design educators at Loughborough University, UK, have proposed that it will be critical for future
industrial designers to learn new knowledge and abilities which will enable them to successfully operate at the ‘fuzzy front
end’ of new product development. This is an arena before a traditional design brief exists (i.e. ‘pre-brief’), and typically
involves in-depth investigation of such issues as users, experiences and brand, followed by exploitation of the findings.
Curriculum development and new teaching, evolved over five annual cycles of implementation, reflection, planning and new implementation,
is described. A model of the activities and processes of this ‘pre-brief’ arena is presented. Through structured investigation
of the cycles of improvement and follow-up evaluation research, evidence gathered from stakeholders (students, educators,
and industry) indicates that industrial design students can be taught to successfully operate at this fuzzy front end, and
that this can be a highly effective strategy for students in their design project work. It also suggests that the students’
enhanced abilities will be in demand following their graduation. 相似文献
19.
This paper examines the price effects of generic drugs that are produced by brand-name drug firms and that are labeled, priced,
and marketed to compete against independent generics. The strategy of introducing such “pseudo-generics” – also known as “authorized
generics” – has raised some antitrust concerns. One defense of this strategy has been that the additional competition created
by pseudo-generics should lead to lower prices. This paper develops a simple model to show that pseudo-generics can be expected
to have exactly the opposite effect. It then examines empirical evidence on this point from the Canadian pharmaceutical market,
showing that there appears to be a positive relationship between drug prices and the share of generic sales made by the brand’s
own pseudo-generic. 相似文献
20.
Patricia Murphy Sara Hennessy 《International Journal of Technology and Design Education》2001,11(3):203-237
This paper follows up our theoretical discussion of the potential for collaborative problem solving in Design and Technology
(Hennessy and Murphy, 1999). In this paper we report our empirical investigation of peer collaboration in a setting where
we identified the presence of significant pre-conditions for productive collaboration. The study investigated the participation
of two boys aged 13 who worked together with their teacher over 8 weeks in designing and making an aid for a child with a
disability. We analysed their participation using a framework of key features derived from the research literature.
Our analyses yielded evidence of effective collaboration in the early design stage, but the students' collaboration and their
progress were subsequently undermined. The reasons related to the students' ability to collaborate and the tension for the
teacher between students' learning needs and client needs within an authentic activity. The outcome was a successful product
but a wealth of lost opportunities – and lack of support – for the students' collaborative problem solving and Design and
Technology (D&T) learning. Our observations confirm that despite little evidence of collaboration in D&T, this setting offers
extensive resources for supporting collaboration in joint design, planning and problem-solving activities. We also identify
impediments to collaboration as a learning mechanism.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献