Uncovering learning outcomes: explicating obscurity in learning of aesthetics in design and technology education |
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Authors: | Grietjie Haupt Seugnet Blignaut |
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Institution: | (1) Department of Science, Mathematics and Technology Education, University of Pretoria, Hillcrest, Pretoria, 0001, South Africa;(2) Faculty of Humanities, Tshwane University of Technology, Staatsartillerie Road, Pretoria West, PO Box 680, Pretoria, 0001, South Africa |
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Abstract: | Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model
is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will
examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after
an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students'
reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings
through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities,
we could not use the four-level-model on its own, but had to revert to a more augmented version.
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Keywords: | Kirkpatrick four-level model Developmental research Technology education Aesthetics Design principles Design elements Design techniques Visual analysis Pre-service teacher training Instructional evaluation |
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