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International Journal of Technology and Design Education

Erschienen in:

01.08.2013

The importance of design thinking for technological literacy: a phenomenological perspective

verfasst von: Alastair Wells

Erschienen in: International Journal of Technology and Design Education | Ausgabe 3/2013

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Abstract

“We know that progress depends on discovery, inventions, creativity and design, but we have simply supposed that it happens anyway,” de Bono (1999 p. 43). Technology education is ostensibly a foundation for future designers and creative thinking. However evidence of good design or creative thinking in outcomes displayed in school technology studios is limited. Technology is inextricably linked with applied science, but I argue that scientific method couldn’t be further from creativity and designing as technology education based on this premise can confine problem solving to a set of prescribed components that harness teachers to narrowly defined and deeply focused goals. This paper attempts to analyse the nature of this phenomenom, debate the place of creativity, imagination and personal sensitivities as part of designing and demonstrate that although there are inseperable links between design and technology the structure of a technology curriculum could be a barrier to opportunities for effective design thinking.

Vorheriger Artikel Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi

Nächster Artikel Teaching Technological Knowledge: determining and supporting student learning of technological concepts

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Titel: The importance of design thinking for technological literacy: a phenomenological perspective
verfasst von: Alastair Wells
Publikationsdatum: 01.08.2013
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 3/2013
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-012-9207-7

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