RESEARCH DIGEST
FOR TEACHERS OF
CRAFT, DESIGN,
ENGINEERING
AND GRAPHICS
Lee Dunn and Susan V. McLaren (Oct 2015)
RESEARCH DIGEST FOR
TEACHERS OF CRAFT, DESIGN,
ENGINEERING AND GRAPHICS
Lee Dunn and Susan V. McLaren (Oct 2015)
This research digest has been developed to provide you with a sample of recent international literature
and research related to Technologies: Craft, Design, Engineering and Graphics.
Although some of these hyperlinks will direct you to content that requires a purchase fee, there are now
many publications offering open access e.g. selected articles from International Journal of Technology
and Design Education and Design Studies; all articles from Design and Technology Education: an
International Journal. We recommend that you explore all access routes before paying a fee. You will
also be able to access some articles, journal papers and e-books through your registration with the
General Teaching Council Scotland.
We have not provided an exhaustive list, but rather an illustration of recent publications (years
2008-2015) which you may wish to draw upon to inform your pedagogy and/or classroom based research.
Content within this digest is arranged into themes:
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2
STEM, engineering and systems thinking
Design, designerly thinking and creativity
Further research needs/lines of enquiry
Assessment
Pedagogy and teaching approaches
Sustainability
STEM, Engineering and Systems Thinking
Swedish Teachers’ Views of Assessing Technological Systems in Compulsory School
From Conference PATT 29 (2015) pages 357-363.
Importance of key engineering and technology concepts and skills for all high school students:
comparing perceptions of university engineering educators and high school technology teachers
From conference PATT29 (2015) pages 195-201.
The black box and beyond: introducing a conceptual model as a learning tool for developing
knowledge about technological systems
From Conference PATT 29 (2015) pages 202-209.
Teaching and learning system thinking in technology
From Conference PATT 29 (2015) pages 404-409.
Complex technological systems have emerged during the last decade as an important strand in
technology teaching in several national curricula for compulsory school. However, even though
understanding the systemic aspects and connected nature of contemporary society, it remains unclear
what such understanding entails in detail, and even more unclear what may constitute good teaching.
STEM learning through engineering design: fourth-grade students’ investigations in aerospace
This paper (2015) presents a framework of five comprehensive core engineering design processes
(problem scoping, idea generation, design and construction, design evaluation, redesign), adapted from
the literature on design thinking in young children, served as a basis for the study.
Robotics projects and learning concepts in science, technology and problem solving
This paper (2009) presents a study about learning and the problem solving process identified among
junior high school pupils participating in robotics projects in the Lego Mindstorm environment.
Idea focusing versus idea generating: a course for teachers on inventive problem solving
This paper (2009) deals with a course intended to teach individuals a method of convergent thinking, or
‘idea focusing’, in seeking inventive solutions to problems and designing innovative artefacts.
Technological problem solving as skills for competitive advantage: an investigation of factors
associated with levels of pupil success
This paper (2015) is based on a study which focuses upon well-defined tasks in which the solutions are
realised in physical, three-dimensional forms. Specifically, it addresses the question: ‘In terms of
intellectual processes and knowledge, what are the differences in the modi operandi between groups of
pupils that produced more and less successful technological solutions to a well-defined problem?
Cognitive processes as indicators for student aptitude in engineering design
From Conference PATT 29 (2015) pages 380-389
This paper (2015) will discuss the cognitive processes involved in solving engineering design problems
and examine a methodology for identifying the cognitive processes employed by students that can be
indicators of potential problem solving success.
Advancing Engineering Education in P-12 Classrooms
Engineering as a profession faces the challenge of making the use of technology ubiquitous and
transparent in society while at the same time raising young learners’ interest and understanding of how
technology works. This article (2008) explores how Engineering Education can support acquisition of a
wide range of knowledge and skills associated with comprehending and using STEM knowledge to
accomplish real world problem solving through design, troubleshooting, and analysis activities.
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Design, Designerly Thinking, Creativity
CAD and creativity: a new pedagogy
From conference PATT26 (2012) pages 288-495.
This paper presents findings from a three-year intervention study. The programme investigated how
11-14 year old students can develop their creativity at the same time as learning complex 3D solid
modelling computer aided design programmes through an improved pedagogy.
Rethinking Design Thinking in Technology Education
From conference PATT27 (2013) pages 430-436.
Amongst the world’s biggest problems a device to hold your mobile phone, to store your CDs or
making a single slipper do not rank highly. We are encouraging children not to think, not to question and
to create superfluous, wasteful, unsustainable items that have little educational value that are difficult
to justify.
Cognitive styles in design problem solving: Insights from network-based cognitive maps
This study (2015) aims at understanding the cognitive styles of designers from the point of view of
precedent utilisation and idea generation.
Design knowledge and teacher–student interactions in an inventive construction task
The teacher plays an important role in terms of guiding students in their design process. By using
concepts developed within engineering philosophy along with a framework for teacher-student
interactions the design process in a T&D classroom is classified. The material shows that four of six
predefined categories of design knowledge and three of seven predefined classes of activity are
present in the material. (2012)
A model of creative design process for fostering creativity of students in design education
Creativity, which is concerned with problem solving, is essential if we are to generate new solutions to
the massive and complex problems in the unknown future. Our next generation needs an educational
platform where they can be taught to possess creativity. Design Education is such a way to foster
students’ creativity. (2012)
“If I was going to design a chair, the last thing I would look at is a chair”: product analysis and the
causes of fixation in students’ design work 11-16 years
This paper (2011) focuses on the secondary design and technology (D&T) context in the UK. Here we
examine whether teacher practice can contribute to fixation by focusing on one specific facet of teacher
practice in D&T; the use of product analysis to inform the generation of creative design ideas.
How do practising teachers understand creativity?
This research (2015) sought to explore the assertion that creative development is important. It aimed to
identify the extent to it is supported within the current curriculum and identifies potential barriers that
appear to restrict creative development.
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Further Research Including Needs/Lines of Enquiry
Perspectives on Technology Education in New Zealand: Twenty years of progress?
This paper (2015) provides a historical review of the implementation of the technology learning area in
New Zealand secondary schools with a view to identifying aspects which may, or may not, have
enabled success and guide the continuing development of both the technology learning area and its
ongoing implementation.
A longitudinal study on boys’ and girls’ career aspirations and interest in technology
More young people, boys and girls, are needed in technical studies and professions, as the relative
number of students in technology-related studies has been decreasing in most industrialised countries.
To overcome this decrease, several countries implemented mandatory technology classes in the
curriculum of secondary education. (2015)
Research in technology education: looking back to move forward
This paper (2013) attempts to summarise the focus of the research that has recently taken place in
Technology Education, and from that basis suggest a trajectory for future research trends. Some
research that is considered particularly seminal to the profession is summarised, and the paper is
concluded with some reflections about personal research agendas.
STEM and technology education: international state-of-the-art
This paper (2015) reports the perceptions of 20 international Technology Education scholars on their
country’s involvement in Science, Technology, Engineering, and Mathematics (STEM) Education. The
development of a STEM agenda is mixed. In many countries there have been discussions about STEM
Education, but little action has been undertaken to modify educational systems to deliver this form of
education/instruction.
Research needs for technology education: an international perspective
These authors report the findings of a study (2013) that sought to determine the most relevant research
issues needed to be studied by the Technology Education profession. It used an international panel of
experts to develop a list of important research issues for the school subject of Technology Education
and for the preparation of teachers to better teach it to pupils.
Concepts and contexts in engineering and technology education: an international and
interdisciplinary Delphi study
Inspired by a similar study by Osborne et al. we have conducted a Delphi study among experts to
identify key concepts to be taught in Engineering and Technology Education and relevant and
meaningful contexts through which these concepts can be taught and learnt (2011). Thus we reached a
concise list of concepts and contexts that can be used to develop curricula for education about
engineering and technology as a contribution to technological literacy goals in education.
5
Assessment
Exploring key discriminators of progression: relationships between attitude, meta-cognition and
performance of novice designers at a time of transition
This paper (2008) presents a brief outline of a research study involving 10-13 years old learners
undertaking an ‘unpickled’ design portfolio. It analyses the relationships established, in the study,
between learner attitudes towards creativity, self and peer evaluation and performance in design and
innovation based activity.
Assessment Is for Learning: Supporting Feedback
This paper (2012) describes an action research, school situated project conducted with partnership
funding from Learning and Teaching Scotland, Scottish Qualifications Authority and Becta, the UK
Government’s agency for communications technology in education. Based on ‘e-scape’ (e-solutions for
creative assessment in portfolio environments), developed by Goldsmiths, University of London, the
Scottish project focused on integrating innovative methods of capturing evidence of creative
performance with providing formative feedback to learners.
An exploratory study on the application of conceptual knowledge and critical thinking to technological
issues
This study (2015) explored how senior high school students apply their conceptual knowledge,
consisting of theoretical and system knowledge, to think critically when confronted with technological
issues. Concept mapping was adopted to assess students’ ability to apply conceptual knowledge to
their actual cognitive activities.
Formative assessment in the learning and teaching of design and technology
The first parts of this paper (2008) summarise recent work on the development of formative assessment
methods, set out a precise definition of formative assessment, and discuss briefly the aims of Design
and Technology which such methods should help to achieve. The following sections discuss in turn
feedback in questioning and classroom dialogue, feedback given in writing, peer and self-assessment
and its link to development of peer-group work amongst students, and the formative use of assessment
designed primarily to serve summative purposes.
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Pedagogy and Teaching Approaches
An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in
Grades 9-12
This exploratory study (2012) evaluated self-regulated learning (SRL) strategies of 27 students in
grades 9-12 during an engineering design project. The specific focus of the study was on student task
interpretation and its relation to planning and cognitive strategies in design activities. Two research
questions guided the study: (1) To what degree was students’ task interpretation reflected in their
working plans and SRL strategies use across the design process?; and (2) How did relatively lowerand higher-achieving design-performing students differ in interpreting tasks and deploying SRL
strategies?
Motivating self-regulated learning in technology education
This paper (2010) proposes a compensative model for self-regulated learning in Technology Education
(SRLT) comprised of cognitive, metacognitive and motivational domains. Discussion of the cognitive
domain centers on problem-solving and creativity, with a focus on the need to engage students in
open-ended assignments in informal contexts and to teach them a repertoire of methods, strategies
and heuristics for inventive design and problem-solving, rather than letting them search randomly for
ideas or use the trial-and-error method.
Projects in Technology Education and Fostering Learning: The Potential and Its Realization
The study (2008) examined the efficacy of technological projects as learning tools by exploring the
following questions: the extent to which projects in technology develop students as independent
learners; the types of knowledge the students deal with in working on their projects; the role of problemsolving in technological projects; and how projects integrate into traditional schooling.
Help with solving technological problems in project activities
In France, project activities figure predominantly in Technology Education. The general idea behind
learning based on project activity is to allow the pupil to get involved in the activity in question, with the
pupil tackling real situations rather than ones of an abstract nature. (2011)
Spatial ability through engineering graphics education
This paper (2013) presents the overview of some efforts and possible answers resulting from intensive
research into spatial ability and skills and their implementation in the conception of Graphics Education
in engineering environment.
Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a
digital age
This paper (2008) examines the place of manual technical drawing in the 21st century by discussing
the perceived value and relevance of teaching school students how to draw using traditional
instruments, in a world of computer aided drafting (CAD).
Innovation education to improve social responsibility through general education
This paper (2012) will represent the pedagogy of Innovation Education in Iceland that is a new school
policy within the Icelandic school system. In Innovation Education (IE) students trained to identify needs
and problems in their environment and to find solutions: this is referred to as the process of ideation.
The main aim is to improve their social responsibility through general education.
Problem based learning: application to technology education in three countries
An increasing variety of professional educational and training disciplines are now problem based. They
all have in common the use of problems in the instructional sequence. Technology Education in
secondary schools is undergoing a period of significant change in many countries. It is therefore
imperative that Technology Teacher Education incorporate appropriate methodologies for the instruction
of these technologies. (2008)
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Education for Sustainability
Teaching and learning for sustainable development: ESD research in technology education
This paper (2012) argues that current and future research on ESD in Technology Education must be
framed by a shared vision about quality education and a society that lives in balance with Earth’s
carrying capacity. The paper concludes with suggestions for further directions for research associated
with the areas of challenge.
Educating for environmental sustainability and educating for creativity: actively compatible or missed
opportunities?
This paper (2009) identifies the importance of both creativity and environmental sustainability for
developing individual learners and society as a whole. It suggests that sometimes these two concepts
appear to be in tension and that, politically, each is often championed by different communities. The
relationship between creativity and environmental sustainability is explored in three separate contexts:
in a design and technology schools context where teenage learners are being facilitated to develop
creative responses within design briefs that include environmental considerations; through interviewing
student teachers who have undertaken an ecodesign project; and through interviews with professional
ecodesign practitioners.
Education for Sustainable Development in Compulsory School Technology Education: A problem
inventory
From conference PATT27 (2013) pages 423-429.
Awareness of sustainability issues is increasingly demanded in society. Education for Sustainable
Development (ESD) is a requirement stated in the Swedish curriculum. Findings (Schools Inspectorate,
2012) indicate considerable variations in how teachers in Sweden work with value related issues. It is
also found that schools/teachers commonly lack a holistic approach and a common stance in this
assignment.
Technology Education for the Future: A Play on Sustainability
Not all contributions explore sustainability and DT, but many do – PATT 27 (2013) conference
proceedings: an interesting and significant contribution to the discourses of Technology Education
through the introduction of new ideas, the confirmation or critique of assumptions, and the exploration
of experiences.
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Books
The Future of Technology Education
This edited book (2015) explores how Technology Education might progress into the future and
discusses how its potential and value in school learning can be achieved.
Debates in Design and Technology Education
Design and Technology has long held a controversial place on the school curriculum, with some arguing
that it shouldn’t be there at all. This edited book (2013) presents and questions considered arguments
and judgements, and explores the major issues that all D&T teachers encounter in their daily
professional lives.
Technology Education for Teachers
This edited book (2012) offers opportunities for practicing teachers to keep up-to-date with research
informed ideas about teaching technology.
Environment, Ethics and Cultures: Design and Technology Education’s Contribution to Sustainable
Global Futures
This book (2015) is a blend of theoretical underpinnings and grounded practical case studies showing
the special ways in which Design and Technology Education empowers all learners as global citizens to
act in designerly ways to achieve sustainable futures.
Electronics: Circuits and Systems
Electronics – Circuits and Systems (2010) is a truly up-to-date textbook. The material has been
organised with a logical learning progression, making it ideal for a wide range of pre-degree courses in
electronics.
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Further Information
Please note: hyperlinks to online materials imply neither responsibility for, nor approval of, the content
contained in these materials. These hyperlinks should not be construed as an endorsement, but rather
an illustration of the available publications within the discipline of Craft, Design, Engineering and
Graphics Education.
For further information about this digest, contact:
Lee Dunn
The University of Glasgow
lee.dunn@glasgow.ac.uk
Susan V. McLaren
The University of Edinburgh
susan.v.mclaren@ed.ac.uk
Denholm House, Almondvale Business
Park, Almondvale Way, Livingston
EH54 6GA
www.educationscotland.gov.uk
T +44 (0)141 282 5000
E enquiries@educationscotland.gov.uk