Epistemological Treatment of Design in Technology Education

Autor/inn/en	Seery, Niall; Phelan, Joseph; Buckley, Jeffrey; Canty, Donal
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Technisch-naturwissenschaftlicher Unterricht; Sekundarschule; Educational objective; Bildungsziel; Erziehungsziel; Fähigkeit; Fertigkeit
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