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