A Pedagogic Approach to Enhance Creative "Ideation" in Classroom Practice

Autor/in	McGlashan, Ann
Titel	A Pedagogic Approach to Enhance Creative "Ideation" in Classroom Practice
Quelle	In: International Journal of Technology and Design Education, 28 (2018) 2, S.377-393 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGlashan, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-017-9404-5
Schlagwörter	Teaching Methods; Design; Knowledge Level; Thinking Skills; Technological Literacy; Creativity; Visual Perception; Communication Skills; Adolescents; Preservice Teachers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Denkfähigkeit; Technisches Wissen; Kreativität; Visuelle Wahrnehmung; Kommunikationsstil; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	The real intent for technology education is to prepare young people so that they may fully participate and function in human society. To achieve this aim, learners are guided towards the development of attributes that include perceptive, critical, creative and informed decision making. Although effective teaching strives to inspire the creative spark in every learner, there is little guidance to inform actual classroom practice. The selection of strategies and implementation methods that engender creative responses in students, is usually left to an individual teacher's interpretation. A working knowledge of design processing provides a most advantageous methodology to guide teaching and learning as students develop ways "of knowing through thinking and doing," Sharma and Poole ("Des Manag Inst" 20(4):64-74, 2010) within classroom design and technological practice. This article looks at the broad stage of "Ideation" in creative design practice, where designers instigate and generate ideas within their own practice. Insight and transferable skills are observed to inform classroom practice. One event from the ideation stage of design practice processing is selected to enhance student visual communication skills. A pedagogic approach is then shared to inform the implementation of a teaching and learning strategy that has been trialled with design (aged from 12 to 18 years) and Initial Teacher Education adult students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01