Abstract
Material selection in design is complex. In terms of sustainability principles, materials can’t simply be labelled as “good” or “bad”, but some students have trouble making sense of highly technical, contradictory, and confusing information. So how then do we engage and learn with students to question, think critically, and better understand the ecological, social, political, and economic implications of current production-consumption-throwaway practices? In this chapter, we present a framework of key elements and strategies drawn from the educational research literature that can support teaching and learning in Design and Technologies education. Specifically, we show how case studies could be used effectively to spark interest, inspire authentic open-ended questions, and provoke meaningful classroom talk about controversial technology-related issues concerning the material world. Content summaries for a number of engaging online resources are also provided.
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von Mengersen, B., Wilkinson, T. (2020). Question-Think-Learn: A Pedagogy for Understanding the Material World. In: Williams, P.J., Barlex, D. (eds) Pedagogy for Technology Education in Secondary Schools. Contemporary Issues in Technology Education. Springer, Cham. https://doi.org/10.1007/978-3-030-41548-8_9
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