Abstract
Three pressing needs that are widely acknowledged are conceptions of designing, the pedagogy of teaching designing in technology to general education students, and how design activities should be taught by teachers. As such, this chapter reflects on the development of design in technology education in the past five years. The purpose is to trace the current status of design in technology in the context of its sketchy history, while integrating questions that need to be interrogated in its enduring endeavor towards maturity. This chapter draws from literature that was published between 2011 and 2016; therefore, the work engaged herein was embarked upon to review the recent past on an international scale, but also to provide a potential foundation for future research, curriculum development, and teaching design in technology education. It is aimed to be helpful to researchers and tertiary educators in the field of technology teacher education, as well as to stimulate discourse in the ongoing interest in design as an activity that is needed in this field.
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
Buchanan, R. (2001). The problem of character in design education: Liberal arts and professional specialisation. International Journal of Technology and Design Education, 11, 13–26.
Castledine, A.-R., & Chalmers, C. (2011). Pre-school pupils aware and able – Problem solving with Lego. Design and Technology Education, 16, 19–27.
Cross, N. (2007). Designerly ways of knowing. Birkhauser Verlag AG: Basel.
Danermark, B., Ekstrom, M., Jakobsen, L., & Karlsson, J. C. (2006). Explaining society: Critical realism in the social sciences. Oxon: Routledge.
De Vries, M. J. (2005). Teaching about technology. An introduction to the philosophy of technology for non-philosophers. Dordrecth: Springer.
Esjeholm, B.-T. (2015). Design knowledge interplayed with student creativity in D&T projects. International Journal of Technology and Design Education, 25, 227–243.
Ferguson, E. (1992). Engineering and the mind’s eye. Cambridge: MIT Press.
Franssen, M., Lokhorst, G.-J., & Van De Poel, I. (2015) Philosophy of Technology. IN E.N. Zaha (Ed). The stanford encyclopedia of philosophy. Fall Edition. https://plato.stanford.edu/archives/fall2015/entries/technology/.
Gero, J. S., & Yan, M. (1994). Shape emergence by symbolic reasoning. Environment and Planning, 21, 191–212.
Goel, V. (1995). Sketches of though. Cambridge: MIT Press.
Goel, V., & Pirolli, P. (1992). The structure of design problem spaces. Cognitive Science, 16, 395–429.
Haupt, G. (2015). Learning from experts: Fostering extended thinking in the early phases of the design process. International Journal of Technology and Design Education, 25, 482–520.
ITEA. (1996). Technology for all Americans: A rationale and structure for the study of technology. Reston: International Technology Education Association.
Johnson, S. D., & Daugherty, J. (2008). Quality and characteristics of recent research in technology education. Journal of Technology Education, 20, 16–31.
Jones, A., Bunttin, G. C., & de Vries, M. (2013). The developing field of technology education: A review to look forward. International Journal of Technology and Design Education, 23, 191–212.
Ke, F., & Im, T. (2014). A case study on collective cognition and operation in team-based computer game design by middle-school children. International Journal of Technology and Design Education, 24, 187–201.
Klapwijk, R., & Van Doorn, F. (2015). Context-mapping in primary design and technology education: A fruitful method to develop empathy for and insight in user needs. International Journal of Technology and Design Education, 25, 151–167.
Kokko, S., Eronen, L., & Sormunen, K. (2015). Crafting maths: Exploring mathematics learning through crafts. Design and Technology Education, 20, 22–31.
Lawson, B., & Dorst, K. (2009). Design expertise. Oxford: Architectural Press.
Layton, D. (1992). Values and design and technology. In C. Budgett-Meaking (Ed.), Making the future work. London: Longman.
Lin, H. (2016). Influence of design training and spatial solution strategies on spatial ability performance. International Journal of Design and Technology Education, 26, 123–131.
Martin, M. (2012). Values in design and technology education: Past, present and future. In T. Ginner, J. Hallstrom, & M. Hulten (Eds.), PATT 26 (pp. 309–314). Stockholm: Linköping University.
Mccormick, R. (1997). Conceptual and procedural knowledge. International Journal of Technology and Design Education, 7, 141–159.
Mc Cracken, J. (2000). Design: The creative soul of technology. In E. Martin (Ed.), Technology education for the 21st century: 49th yearbook, council on technology teacher education. Peoria: Glencoe/McGrawHill.
Middleton, H. (2009). Problem-solving in technology education as approach to education for sustainable development. International Journal of Technology and Design Education, 19, 187–197.
Mitcham, C. (2001). Dasein versus design: The problematics of turning making into thinking. International Journal of Technology and Design Education, 11, 27–36.
Mitcham, C., & Holbrook, J. B. (2006). Understanding technological design. In J. S. Dakers (Ed.), Defining technological literacy: Towards an epistemological framework. New York: Palgrave MacMillan.
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective. In Current practices in OECD countries and a literature review on effects. Paris: Organisation for Economic Cooperation and Development.
Navaez, L. M. J. (2000). Design’s own knowledge. Design Issues, 16, 36–51.
Osmond, J., & Tovey, M. (2015). The threshold of uncertainty in teaching design. Design and Technology Education, 20, 22–31.
Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs: Prentice-Hall.
Pavlova, M. (2013). Teaching and learning for sustainable development: ESD research in technology education. International Journal of Technology and Design Education, 23, 733–748.
Pavlova, M., & Pitt, J. (2007). The place of sustainability in design and technology education. In D. Barlex (Ed.), Design and technology for the next generation. Whitchurch: Cliffe Co Communications.
Prime, G. M. (1993). Values in technology: An approach to learning. Design and Technology Teaching, 26, 30–36.
Rittel, H. W. J., Grant, D. P., & Protzen, J. (1972). Second-generation design methods. In Group, TDM (Ed.), DMG 5th anniversary. Delft: DMG.
Ritz, J. M., & Fan, S.-C. (2015). STEM and technology education: International state-of-the-art. International Journal of Technology and Design Education, 25, 429–451.
Ritz, J. M., & Martin, G. (2013). Research needs for technology education: Highlights of a preliminary analysis. In P. J. Williams & D. Gedera (Eds.), PATT27. Christchurch: University of Canterbury/ University of Waikato.
Rutland, M., & Owen-Jackson, G. (2015). Food technology on the school curriculum in England: Is it a curriculum for the twenty-first century? International Journal of Technology and Design Education, 25, 467–482.
Santulli, C., & Langella, C. (2011). Introducing students to bio-inspiration and biomemetic design: A workshop experience. International Journal of Technology and Design Education, 21, 471–485.
Schön, D. A. (1983). The reflective practitioner. London: Temple-Smith.
Slangen, L., Van Keulen, H., & Gravemeijer, K. (2011). What pupils can learn from working with robotic manipulation environments. International Journal of Design and Technology Education, 21, 449–469.
Van Dooren E, Boshuizen E, Van Merrienboer J, Asselbergs T, Van Dorst M. Making explicit in design education: Generic elements in the design process. International Journal of Technology and Design Education 2014;24:53–71.
Vincenti, W. G. (1990). What engineers know and how they know it. Baltimore: John Hopkins Press.
Visser, W. (2004). Dynamic aspects of design cognition: Elements for a cognitive model of design. Rocquencourt: Institut National de Recherche en Informatique en Automatique.
Waks, L. J. (2001). Donald Schon’s philosophy of design and design education. International Journal of Technology and Design Education, 11, 37–51.
Warner, S. A., & Morford, L. L. (2004). The status of design in technology teacher education in the United States. Journal of Technology Education, 15(2), 33–45.
Williams, P. J. (2011). STEM education: Proceed with caution. Design and Technology Education, 16, 26–35.
Williams, P. J. (2016). Research in technology education: Looking back to move forward ... Again. International Journal of Technology and Design Education, 26, 149–157.
Winkelmann, C., & Hacker, W. (2011). Generic non-technical procedures in design problem solving: Is there any benefit to the clarification of task requirements? International Journal of Technology and Design Education, 21, 395–407.
Xiang, W., Sun, L., Chen, S., Yang, Z., & Liu, Z. (2015). The role of mental models in collaborative sketching. International Journal of Technology and Design Education, 25, 121–136.
Youssef, B. B., & Berry, B. (2012). Learning to think spatially in an undergraduate interdisciplinary computational design context: A case study. International Journal of Design and Technology Education, 22, 541–564.
Zuga, K. F. (1992). Thoughts on technology education research. First AAAS Technology Education Research Conference, Seattle.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2016 Springer International Publishing AG
About this entry
Cite this entry
Haupt, G. (2016). Design in Technology Education: Current State of Affairs. In: de Vries, M. (eds) Handbook of Technology Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38889-2_48-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-38889-2_48-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-38889-2
Online ISBN: 978-3-319-38889-2
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education