共查询到20条相似文献,搜索用时 15 毫秒
1.
C. F. Leung 《International Journal of Technology and Design Education》2000,10(2):149-161
One objective of Design &; Technology (D&;T) is to enable students to be inventive in designing practical solutions to problems. D&;T is viewed as being successful when students can demonstrate the ability to recognize problems, undertake inquiries by themselves, and contribute ideas accordingly. This article will discuss a study which investigated an alternative approach to assessing students’ design performances. In the study, a new item format was designed and a new criterion framework of assessment based on Biggs’ SOLO Taxonomy was developed. The evidence from this study indicates strong face validity for the new approach which maps closely to the goals and purposes of learning D&;T. 相似文献
2.
Ros McLellan Bill Nicholl 《International Journal of Technology and Design Education》2011,21(1):71-92
Creativity is acknowledged to be important for economic growth and as an everyday life-skill, however several influential
reports have suggested that education could do more to harness creative talent. Creative cognition literature suggests the
lack of creativity is at least partly the result of ‘fixation’ (difficulty in generating novel ideas due to imagination being
‘structured’ by existing knowledge). This paper focuses on the secondary (students aged 11–16 years) design and technology
(D&T) context in the UK. Here we examine whether teacher practice can contribute to fixation by focusing on one specific facet
of teacher practice in D&T; the use of product analysis to inform the generation of creative design ideas. Data is drawn from
the preliminary phase of a research and intervention project from interviews with D&T teachers (N = 14), students (N = 126) and lesson observations (N = 10) and an analysis of documents and student work. Product analysis is widely used at different points in design projects
but, as is shown, in all cases current practice can lead to fixation, as thinking is constrained down specific paths and tasks
are at best at procedural rather than comprehension level. The implications of these findings and tentative ways forward for
practitioners are discussed. 相似文献
3.
Sara Hennessy Patricia Murphy 《International Journal of Technology and Design Education》1999,9(1):1-36
This paper discusses the potential of Design and Technology (D&T) as an environment for collaborative problem solving. Peer collaboration is considered to be a valuable learning mechanism but has not generally been exploited by teachers or explored by researchers in this context. D&T is unique in involving procedural problem-solving activity where talk between peers relates to physical manipulation and feedback and both concrete models and graphical representations play an important mediating role. The role of teachers is central to our discussion, particularly their task structuring, agendas and pedagogic strategies for supporting learning through collaboration; these have been underplayed in much of the general research literature on collaboration. Our discussion works towards a framework for analysing collaborative problem-solving activity in D&T, building on sociocultural perspectives and deriving additional insights into pupils' social and cognitive strategies from the literature on classroom talk. 相似文献
4.
Stephanie Atkinson Angela Sandwith 《International Journal of Technology and Design Education》2014,24(2):163-186
In the school based subject of design and technology (D&T) a fundamental element is designing and making functional products using critical and creative thinking whilst developing skills in the use of a variety of processes and materials. Teachers of the subject need to be more then just ‘enthusiastic’ about the processes involved if they are to develop enthusiasm in their pupils that will sustain them through the exciting but sometimes arduous and difficult processes required to achieve outcomes of which they and their teachers can be proud. The intention of this research project, using an initial sample of forty-nine students and a non-probability purposive sample of ten students studying to become D&T teachers was to tease out the factors which appear to enable some students to be passionate about creating a product to a given brief while others from similar backgrounds and expectations, given the same brief, and in the same learning situation, do not reach this level of enthusiasm. The data collection method used was an attitude scale and semi-structured interviews which were qualitatively analysed in order to identify factors involved, with the intention of informing and improving the way the authors teach their students, to design, and about design, with the additional aim of improving the students teaching of that activity once they become D&T teachers. Within the full paper results are discussed and tentative conclusions drawn. 相似文献
5.
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
6.
Kin Wai Michael Siu Yi Lin Wong 《International Journal of Technology and Design Education》2016,26(1):105-121
Emotions have a significant effect on the processes of designing and creative thinking. In an educational context, some emotions may even be detrimental to creativity. To further explore the link between creativity and emotion, a series of interviews were conducted with design and technology (D&T) teachers in Singapore, Hong Kong and Beijing concerning their experiences of working with students on design projects. The intent was to investigate how these teachers understood and managed their students’ emotions while teaching creative design skills. Some teachers indicated that they understood their students’ emotions through observing their behaviour, connecting with them by synchronising emotions or by evaluating student performance. The teachers also reported using various other methods to handle their students’ emotions. This study highlights the importance of equipping D&T teachers with skills for awareness and regulation of emotions so that they can better enable students to cultivate creativity in the design process. 相似文献
7.
Dan Davies 《International Journal of Technology and Design Education》2003,13(3):207-221
This article reports on one outcome from a three-year study with pre-service primary teachers at Goldsmiths' College, University
of London. The purpose of the study was to evaluate the influence of participants' prior educational experience and beliefs
about the relationship between design & technology (D&T) and science on their lesson planning for these subjects during school
placements. Data from the study support a three-domain model of pre-service teachers' thinking and action. When operating
within the pragmatic domain, participants are primarily concerned with survival in the classroom, resulting in short-term planning which may contradict
their epistemological and curricular beliefs. In the pedagogical domain, the focus shifts from the pre-service teacher themselves and their immediate survival to the learning potential of
the activities they plan. There is evidence that some participants have progressed to operating within a philosophical domain, leading to clasroom practice which reflects and re-conceptualises pre-service teachers' core beliefs about the nature
of, and relationship between, D&T and science.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
8.
Ann Marie Hill Angela Anning 《International Journal of Technology and Design Education》2001,11(2):111-136
There is a lack of evidence that examines, together, the triad of how teachers in elementary/primary schools are translating
curriculum requirements for teaching design, within technology frameworks, in their classrooms, how their students then proceed
with design, and how ’school situated design’ relates to ’workplace design’. This paper explores the relationships between
designerly thinking and behaviours situated in classrooms and in the workplace, beliefs about how designing is learned in
schools and in the ’real world’, and children’s, teachers’ and designers’ understanding of design. These are be illustrated
by extracts from interviews with teachers, children and designers and evidence of designing in classrooms and in the workplace.
Similarities and differences between evidence from ’school situated design’ and ’workplace design’ and from Canada and the
United Kingdom (UK) are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
Kenneth S. Volk Wai Ming Yip 《International Journal of Technology and Design Education》1999,9(1):57-71
Attitudes play an important role in guiding and predicting future actions. In Hong Kong, where traditional attitudes regarding female and male roles often clash with more-modern influences, students' negative or positive attitudes toward technology have obvious implications for their participatory role in society. This paper reports on a study of Hong Kong Pupils' Attitudes Toward Technology. Items in a survey distributed to nearly 3,500 junior secondary school students were used to gauge their attitudes toward several areas of technology. Questions related to parents' careers and domestic influences were also asked.The analysis revealed that significant differences existed between girls and boys in many of the items. For instance, the importance of taking technical subjects such as Design & Technology (D&T) was found to be significant in their attitudes about technology being an activity for both genders. Similarly, students' interest in technology, attitudes about technology in the school curriculum, and ideas about careers related to technology showed significant differences between girls and boys. Given the results of the study, changes in Hong Kong's secondary school D&T are proposed. Current strategies being developed in Hong Kong's D&T teacher preparation programs are also outlined. 相似文献
10.
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
11.
Şule Taşli Pektaş Feyzan Erkip 《International Journal of Technology and Design Education》2006,16(1):79-95
The success of efforts to integrate technology with design education is largely affected by the attitudes of students toward
technology. This paper presents the findings of a research on the attitudes of design students toward the use of computers
in design and its correlates. Computer Aided Design (CAD) tools are the most widely used computer applications in design.
An instrument was developed and applied for the first time to relate computer attitude to design field through CAD. Interior
architecture undergraduates of Bilkent University participated in the survey. As a result, students’ attitudes toward the
use of computers in design were found to be positive. A significant gender difference in attitudes toward computers was observed
with males having more positive attitudes than females. The results also revealed that students’ attitude toward computer
usage in design was highly related to their general attitude toward computers, but it was not correlated with their perception
of instructors’ attitude toward the use of computers in design. 相似文献
12.
Swati Mehrotra Ritesh Khunyakari Chitra Natarajan Sugra Chunawala 《International Journal of Technology and Design Education》2009,19(1):1-14
The paper reports on the trials of a Design and Technology (D&T) unit carried out in three different Indian contexts with
a focus on collaborative learning. Both collaboration and technology education are not common to the Indian school system.
As part of a larger project to introduce technology education, suitable for middle school girls and boys in urban and rural
areas, three culturally appropriate and gender sensitive D&T units were developed. All the units were tried out with middle
school students in different socio-cultural settings: two schools in urban areas (with different languages of teaching and
learning) and one in a rural area. This paper presents details of a unit on puppetry which involved making a puppet and staging
a puppet-show. Aspects of collaboration within and among groups were observed with respect to: roles played by the members,
conflicts and their resolution, sharing of resources, communication and peer review among the students. The trials in the
three clusters indicate the potential of this D&T unit to provide collaborative learning situations for the multicultural
contexts of Indian classrooms.
相似文献
Sugra ChunawalaEmail: |
13.
Christina Solomonidou Athanassios Tassios 《International Journal of Technology and Design Education》2007,17(2):113-133
The present research investigated and studied students’ representations about daily life technologies, in a prospect of studying
technology in Greek primary education. In the research participated 60 Greek primary school students aged 9 to 12 years old.
Research data were collected through semi-structured, personal, clinical-type interviews. Each interview investigated student’s
conceptions and views about the following thematic areas: the concept of technology, daily life technologies, technological
change, and the impact of technology use in everyday life. Data analysis revealed that the majority of students equated technology
with modern tools and appliances, especially with computers, TV, mobile phones, satellites and other micro- and macro-technologies,
whereas experience based technologies (de Vries, Technology education: Beyond the “technology is applied science” paradigm.
J. Technol. Edu. 8 (1996), 7) have been hardly recognized by them as technology. Also students’ representations can be categorized either
as technology-oriented representations, which focus on a collection of technical means without reference to humans, or as
human-oriented representations, focused on technical means with substantial reference to human needs and activities. Depending
on these types of representations, students seem to conceive differently the nature of the problems, which they recognize
that the wide use of technology causes mainly to the environment and the responsibility of the user for these problems. Moreover,
it seems that the concept of technological change is a quite difficult one for the students. In order to help students form
adequate representations about daily life technology and technological change an appropriate teaching approach was designed
on the basis of these students’ representations. 相似文献
14.
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
15.
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
16.
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
17.
Dan Davies Chris Collier Alan Howe 《International Journal of Technology and Design Education》2012,22(2):247-263
This article reports on the outcomes from the e-scape Primary Scientific and Technological Understanding Assessment Project (2009–2010), which aimed to support primary teachers in developing valid portfolio-based tasks to assess pupils’ scientific
and technological enquiry skills at age 11. This was part of the wider ‘e-scape’ project (2003-present), which has developed
an innovative controlled alternative to design & technology and science public assessment at age 16. Teachers from eight primary
schools were trained in the use of an online task-authoring tool to develop and trial assessment activities based on current
classroom work. To compile their e-portfolios of assessment evidence, pupils used netbook devices, which afford multi-modal
responses (text, drawing, photo, audio, video, spreadsheet) whilst leaving space on pupils’ tables for practical investigations.
Once the pupil e-portfolios had been uploaded to the secure e-scape website, teachers assessed them using a ‘comparative judgement’
approach to produce a rank order with a high reliability coefficient. Participant teachers recognised the strength of the
e-scape approach in terms of facilitating and managing pupils’ responses to assessment tasks in the classroom, which they
successfully adapted to suit primary pedagogy. In particular, the benefits of scaffolding complex assessment tasks through
the step-wise e-scape process in the authoring tool represented for some of the teachers a pedagogically significant development
in terms of their planning. 相似文献
18.
David Spendlove Matthew Hopper 《International Journal of Technology and Design Education》2006,16(2):177-191
The paper examines the extent to which a University undergraduate curriculum initiative provided initial teacher trainees
with opportunities to challenge orthodox design methodologies through the production of an electronic portfolio within and
extended design and technology activity. It was found that the ‘electronic portfolio’ served primarily as a developmental
tool for promoting creative continuity and sound, reflective, design practice within a structured educational design challenge.
The portfolio also provided a focus for the development of ‘e’ learning skills as it facilitated the use of new technologies
in the compilation of the portfolio. Additionally, the portfolio provided trainees with a means by which they were able to
demonstrate their capability to prospective employers. The use of the ‘electronic portfolio’ challenges current orthodoxy
and methods routinely employed to present and assess trainees’ creative work, which have been shown to constrain innovative
practice. The paper concludes that the use of the ‘electronic’ portfolio was successful in facilitating trainees’ engagement
with a creative Design and Technology process. 相似文献
19.
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
20.
Although cross-functional integration is important for research and development (R&D), research about implications of cross-functional integration has been rather sparse. In new product development (NPD), no study to date has examined intrafirm as well as interfirm integration of key functions such as intrafirm R&D–marketing–production together with interfirm integration of host R&D–partner R&D. Such marketing and operations interface contributes to a better understanding of how operational and marketing activities impact on competitiveness and firm performance. This study collected data from 202 electronics manufacturing firms operating in an emerging economy, mainland China and Hong Kong with international R&D partnerships. The findings indicate that a high level of R&D integration between firms improved NPD performance when cross-functional integration is based on existing rather than new product configurations and key technologies. Interestingly, in high distance situations, cross-functional integration in the production validation stage generated NPD success. The findings show that high environmental uncertainties lead to a high level of host and partner firms R&D integration. However, product newness has no significant effects on R&D integration in any of the NPD stages. 相似文献