Article 2018

Informing a pedagogy for design and problem-solving in hard materials by theorising technologists’ learning experiences

PP
Potter, Patricia
 FB
France, Bev F.
International Journal of Technology and Design Education
Journal · Vol. 28 · Issue 1 · pp. 101-120
Abstract

Design and problem solving are central to technology and have distinguished learning in technology from other curriculum areas. This research investigated how expert technologists learn design and problem solving through experience. Data was collected from four expert technologists and this information was analysed using learning theories that focus on learning through experience—that is experiential learning theory, situated cognition, distributed cognition and activity theory. This framework of analysis provided evidence that learning through experience is central to these experts’ development and justify a broader construct of experience than normally associated with hard materials. This information supports curriculum development in hard materials technology that employs a wide range of experiences and provides justification for curriculum developers and teachers to justify, inform and develop effective design and problem solving learning programmes focussed on a broadened construct of experience. © 2016, Springer Science+Business Media Dordrecht.

Keywords

Author Keywords

Problem solving design Learning Theories experiences Expert technologists Hard materials

Index Keywords

Teaching Curricula Engineering education Problem solving Learning Theory Curriculum development Engineers Design Experiential learning theories Hardness Design and problem-solving Distributed cognition Experiences Expert technologists Hard material
Author Affiliations
Pompalllier Catholic College, Whangarei, New Zealand
University of Auckland, Auckland, AUK, New Zealand
Funding & Acknowledgements
No funding information
References 10 References
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