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International Journal of Technology and Design Education

Erschienen in:

01.03.2008 | Original Paper

Design-without-make: challenging the conventional approach to teaching and learning in a design and technology classroom

verfasst von: David M. Barlex, Donna Trebell

Erschienen in: International Journal of Technology and Design Education | Ausgabe 2/2008

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Abstract

The purpose of the study reported here was to investigate the use of a design-without-make unit as part of the design and technology curriculum with pupils aged 14. Three research questions drove the study: (a) What sort of designing do pupils do when they work collaboratively to design without having to make what they have designed? (b) What is the teachers’ attitude to design-without-make? (c) What is the pupils’ attitude to design-without-make? The study is a small pilot and data were collected using semi-structured interviews with a class teacher and two pupils and detailed scrutiny of five pupils’ design ideas developed during 6 lessons towards the end of an 18 lessons teaching sequence. Findings indicate that the teacher and pupils in this study responded favourably to design-without-make. The pupils’ designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts.

Nächster Artikel Perspectives on pupil creativity in design and technology in the lower secondary curriculum in England

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Titel: Design-without-make: challenging the conventional approach to teaching and learning in a design and technology classroom
verfasst von: David M. Barlex
Donna Trebell
Publikationsdatum: 01.03.2008
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 2/2008
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-007-9025-5

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