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The technological knowledge base of design and associated pedagogical issues
What might count as the technological knowledge bases (or underpinning) of design practice (and more particularly, Industrial Design, and Design and Technology in general education) has always been an unresolved matter. This series of papers, developed through an action research approach over a numb...
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| Format: | Default Thesis |
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2001
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| Online Access: | https://hdl.handle.net/2134/34258 |
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| Summary: | What might count as the technological knowledge bases (or underpinning) of design practice (and more particularly, Industrial Design, and Design and Technology in general education) has always been an unresolved matter. This series of papers, developed through an action research approach over a number of years, sought to develop understanding of the technological knowledge base of design, (taking account, also, of the apparent needs of Industrial Design practitioners and of those engaged in Design and Technology in schools). Hence, a theoretical position and research agenda developed concerning the nature of technology for (the purposes of those engaged in) designing. Three areas have been explored through a case study format: designing and materials and processes at advanced (A) and advanced supplementary (AS) level in UK Design and Technology syllabuses; the teaching and learning of mechanics and materials technology by Industrial Design and Technology undergraduates; the use of flexible learning and information technology (IT) to support the analysis of structures by Industrial Design and Technology undergraduates. [Continues.] |
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