Recent OFSTED reviews of inspection findings emphasise that whilst pupils at all key stages are enthusiastic and well-motivated when engaged in design and technology, confidence and competence vary with the effectiveness of teaching, the degree of challenge of the task and the opportunities given to be creative and to work independently.
This paper will present the work done in the early stages of development of a PhD research programme concerned with examining the role of creativity in the teaching and learning of design and technology.
Design activity generally is characterised by attempts to solve ill-defined problems based on an understanding of the present world, not the one for which the solution to the problem is expected to meet. Consequently, some form of 'creative leap' on the part of the designer is required to produce solutions that are never right or wrong, only better or worse. In the classroom, the careful framing of problems and the persuasiveness and positive leadership offered by the teacher can promote growth in the sophistication of pupils' models and responses to situations encountered. The paper will explore the range of factors likely to influence the achievement of success:
a) by designers;
b) by teachers and learners working on design problems;
through the construction of, and interplay, between expressed and mental models
