A study of designerly activity in secondary design and technology

The purpose of the study reported here was to research designerly activity in secondary design and technology as pupils aged 14 designed but did not make products for the future. Four research questions drove this study: (a) What are the features of the classroom interactions that support pupil's design activity? (b) What sort of designing do pupils do when they design without having to make what they have designed? (c) What is the teachers' attitude to design-without-make? (d) What is the pupils' attitude to design-without-make? This study is presented in four parts. The first part provides a theoretical positioning by reviewing literature in the following fields: - theories of learning which promote the idea that understanding is constructed socially and culturally; - the nature of design activity as revealed by some design professionals; - the nature of design activity as revealed by 'fledgling designers' (Trebell, 2007); - creativity in the context of the design and technology classroom; - literature on classroom interaction. The second part describes the research project and methodology in which (a) designerly activity in a secondary design and technology classroom is captured using video data, (b) the work of pupils carrying out the design-without-make unit is scrutinised and (c) the views of the teacher and four of the pupils are obtained through the use of semi-structured interviews. In the third part of the thesis data is presented, analysed and discussed using an analytical framework drawn from the relevant literature (Bar lex, 2005; Corden 2001; Coultas, 2007; Hamilton, 2003; John-Steiner 2000; Kumpulainen & Wray 2002; Schaffer, 1996; Schon 1983: 78; Tharp & Gallimore, 1988; Wegeriff & Mercer 2000) supplemented by emergent categories from the data leading to the identification of the following: - the range and categories of designing pupils engage in when they design without having to make what they have designed; - the features of the classroom interactions that support pupils' design activity; - the teachers' attitude to design-without-make; - the pupils' attitude is to design-without-make The final section comprises the conclusion together with suggestions for further research to build on and extend the findings of the thesis. Findings indicate that the pupils designing in this context was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. The features of the classroom interactions that support pupil's design activity are many and varied. A number of the features have emerged as themes from the literature and have been tested during this study in order to identify their significance in the development of pupil's designerly activity. These consist of: a) Design decisions - Bar lex, (2005); b) Learning conversations drawn from literature on constructive dialogue - (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) and c) Scaffolding and Mediation - (Schaffer, 1996; Tharp and Gallimore, 1988). It has also been possible to identify a number of emergent categories from the data namely: teacher gesticulation, the use of visual stimulus such as laminates; the use of visual stimulus such as film; interactions related to managing pupils' poor behaviour; making use of existing products; making graphics equipment available; showing examples of pupils design work; pupil gesticulation and the teacher exemplifying the generation and development of design ideas. In addition findings show that pupils and their teacher valued the experience gained through undertaking a design without make assignment

A literature review in search of an appropriate theoretical perspective to frame a study of designerly activity in secondary design and technology

This paper explores how literature in which socio-cultural theory is applied to learning (John-Steiner, 1985; John-Steiner, 2000; Vygotsky, 1978) can be used to frame a study of designerly activity in a secondary design and technology classroom. Having established the theoretical underpinnings of the study, the paper goes on to develop an appropriate research question, methodology and analytical framework, all of which are justified against the theoretical perspective. The paper concludes by explaining how the approach could be applied to studies in other areas of the curriculum

Focusing on classroom interaction during designerly activity in a secondary design and technology classroom

This paper explores ways in which data collected during designerly activity in a Secondary Design and Technology Classroom can be analysed with a view to ascertaining the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007). It is anticipated that open questions and other forms of interactive challenge will support this development. Categories drawn from literature on constructive dialogue which illuminate a number of talk functions that empower learners in their thinking and acting: speculating, explaining, elaborating, questioning, challenging, hypothesising, affirming, feedback, evaluating and reflecting (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) will be drawn upon to inform analytical assumptions. Having explored the literature, the paper goes on to develop an appropriate methodology, present and analyse relevant data using an appropriate analytical framework. The paper concludes by summarising the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007

Multi-Disciplinary Interaction in Learning Led Design

The purpose of the study reported here was to investigate the iterative design development of an Academy for 11-18 year olds focusing on the following research question: What are the features of the multi-disciplinary interactions and associated modelling techniques, which lead to the development of an Academy proposal which meets its Education Brief? A case study approach bounded by time and focus group was adopted (Cresswell, 1998). This approach was adopted in order to create a rich picture of the social setting and to illustrate the complexity of the process referred to as ‘learning led design’ from in depth analysis of the education brief, through iterative development in consultation with key stakeholders to the presentation of final proposals. Findings illustrate that collaborative interactions are an important feature of effective design development with cross disciplinary creative collaboration being the key to the development of successful outcomes

Studying Classroom Interaction During a Design-Without-Make Assignment

This paper presents the strategies employed by Indian middle-school students working in groups to identify three unfamiliar artefacts. The activity described in this paper was aimed at sensitising students to the close link between form and function and to bring a certain amount of uncertainty in the tasks before the actual design task. It was part of a larger study (Ara et al 2009) that explored students’ ideas about design and designers before and after they engaged in design related activities. Twenty two students of class 7 worked in six groups of three or four members and the entire exchange was video-recorded. The verbatim transcription of the conversation within the groups and the actions and gestures executed by students were categorised. Groups came up with various accidental functions for the three artefacts and only three groups were successful in identifying the intended functions of all three artefacts. All groups utilised similar strategies while trying to identify the artefacts however they differed in the frequency of use of these strategies. Cognitive strategies included active discussions within the group and handling strategies involved manipulation of the artefacts by the group members. Groups which were less interactive, less critical of others ideas and less defensive of their own ideas were unsuccessful in identifying the intended functions of the artefacts