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Autor/inn/en | Seery, Niall; Phelan, Joseph; Buckley, Jeffrey; Canty, Donal |
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Titel | Epistemological Treatment of Design in Technology Education |
Quelle | In: International Journal of Technology and Design Education, 33 (2023) 4, S.1547-1561 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Seery, Niall) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957 7572 |
DOI | 10.1007/s10798-022-09781-y |
Schlagwörter | Epistemology; Design; Technology Education; Secondary Schools; Educational Objectives; Ability |
Abstract | Design as a construct has multiple meanings depending on context, function, and agenda. This paper proposes to set out functions of design as it manifests in the context of technological activity for the purposes of technology education. The importance of context and by association intention in technological and designerly activity is presented with reference to recent reforms of lower secondary school subjects in Ireland, in an attempt to demonstrate the complexity of design's treatment in technological activity. Critical to the success of designerly outcomes and outputs, is having a clear intention for the objectives of learning. This paper proposes a framework of articulations of design in the context of technological activity that attempts to position its utility with respect to the development of capability. Unpacking 'learning about design', 'learning by design' and 'learning to design' provides delineated intent that makes explicit learning, pedagogical, and evaluative decisions, reinforcing the position that it is what learners can "do" opposed to "know," that is central to technological activity. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |