Knowledge and Learning

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Three knowledge dimensions can be identified in the learning and teaching of the DAT curriculum:

• Procedural knowledge

Design is a dynamic ‘thought in action’ process – it involves interaction between mind and hands. The ideas imaged and modelled are expressed and realised through action.

This process, which often happens unconsciously, is then developed, modelled, evaluated for fitness of purpose, realised as a prototype and evaluated further against intention, effectiveness and impact. The learning outcomes are that students will be able to know why and how to tackle problems, what to do and when to do it.

• Technological knowledge

To develop a design for tackling a technological problem, students need to develop an understanding of the general principles underlying technological development, such as working principles, aesthetics, efficiency, ergonomics, feedback, reliability and optimisation. They also need to develop specific knowledge which is dependent on the technological area and the context within which they are working. Each technological area has its own technological knowledge and practice. The learning outcomes are that students will be able to understand the relevant technological concepts and procedures, and master the skills related to manual/practical techniques.

• Societal knowledge

Students should develop an understanding of the ways in which beliefs, values and ethics promote or constrain technological development and influence students’ attitudes towards it. They should also develop an awareness and understanding of the impact of technology on society and the physical environment. The learning outcomes are that students will demonstrate awareness of social values and ethical issues that arise in the application of technology.

4.1.2 Views of learning

The integration of theory and practice is the key learning and teaching strategy in DAT. It encourages students to explore the synthesis of ideas and practices, and examine the effects of technology on society and the environment. Students can develop their knowledge in DAT through a combination of various learning activities:

• Design project activities

Procedural, technological and societal knowledge are inter-connected. Design projects can serve as learning vehicles to integrate them.

To solve real-life problems through design tasks, students need to learn to apply technological knowledge through a range of materials, tools and techniques, and to generate ideas and solutions. They also have to learn to adapt the procedural knowledge to identify, communicate and justify their intentions and manage production; and they need to learn to reflect on societal values and take responsibility for the consequences of their actions.

Design projects encourage the development of thinking and creative skills. The DAT curriculum provides opportunities for students to:

− select and organise information with regard to design research and idea-generation;

− communicate their design ideas in written, graphic and oral forms;

− work independently or as part of a team in developing possible solutions; and

− evaluate solutions critically and experiment with a range of tools, materials and techniques to realise their design ideas.

• Case study activities

Students should be made aware of the relevance of the technology they are studying to the real world. Case studies on technology and design enable students to put their learning into an authentic context, and so provide an additional resource that can add a new dimension to learning about technology and design.

Students must be actively engaged in the reflection process to enhance their technological capability. Case studies offer students the potential to explore and hypothesise about the initial problem from which a design emerges.

In case study activities for DAT, students are given opportunities to:

− evaluate a variety of products and consider how the designers chose to meet users’

needs and what constraints they faced;

− study a range of control products or systems in order to establish criteria for deciding which type of procedures and methods to use for a particular design task; and

− investigate a range of products to see how common needs can be met in a variety of ways, and how the values and preferences of users can be catered for.

• Exploration activities

Technology exploration activities include ‘hands-on’ practical, experimental and task-based activities. They put emphasis on developing particular skills and techniques and can be relatively short learning tasks which cover essential learning elements through undertaking a range of practical learning experiences. This type of task helps students to learn specific concepts and skills progressively.

In technology exploration activities, knowledge and skill development can be brought about in a number of ways, including:

− engaging students in ‘hands-on’ practical activities supported by judicious prompting and questioning to reinforce, practise and clarify new knowledge or skills;

− encouraging students to use established knowledge and skills to tackle challenges;

and

− moving from simple, structured tasks to more complex, open-ended ones.

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Example of a ‘hands-on’ practical task: laminated beams vs solid beams Introduction

Construction projects often require beams to bridge long distances. Laminated wood structures are widely used in modern construction because of their strength and beauty.

Practical activity

Students are asked to manufacture laminated beams and test them against solid, sawed beams. During the test, students will discover how various glues may affect the strength of a finished product. They will also graph their results and draw conclusions based on the data gathered from the testing process.

(More information can be found in Appendix 1.)