Informed design: a contemporary approach to design pedagogy as the core process in technology: in classroom settings most problems are usually well defined, so students have little experience with open-ended problems.(Feature Article)

Publication: The Technology Teacher

Publication Date: 01-SEP-04

Bookmark this article Print this article Link to this article Email this article Digg It! Add to del.icio.us RSS

COPYRIGHT 2004 International Technology Education Association

The Standards for Technological Literacy (ITEA, 2000, 2002) document indicates the centrality of design to the study of technology, "Design is regarded by many as the core problem-solving process of technological development. It is as fundamental to technology as inquiry is to science and reading is to language arts" (p. 90). Design in technology education most closely allies with engineering design. For instance, The Accreditation Board for Engineering and Technology (ABET) defines design in the Criteria for Accrediting Engineering Programs as "the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences and mathematics and engineering sciences are applied to convert resources optimally to meet a stated objective" (ABET, 2000).

Design as an Instructional Strategy

In recent years, there has been a growing recognition of the educational value of design activities in which students create external artifacts that they share and discuss with others (Soloway, 1994; Papert, 1993; Resnick, 1998). A synthesis of the literature reveals that pedagogically solid design projects involve authentic, hands-on tasks; use familiar and easy-to-work materials; possess clearly defined outcomes that allow for multiple solutions; promote student-centered, collaborative work and higher order thinking; allow for multiple design iterations to improve the product; and have clear links to a limited number of science and engineering concepts (Crismond, 1997).

The National Research Council's How People Learn (Bransford, 1999) hails instruction where students monitor their understanding and progress in problem solving. Research reveals that experts consider alternatives, note when additional information is required, and are mindful if the chosen alternative leads toward the desired end. These strategies are central to the culture of design.

However, in classroom settings, most problems are usually well defined, so students have little experience with open-ended problems. Technological design problems, however, are seldom well defined. The...

Read the full article for free courtesy of your local library.