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Transforming practice in Design and Technology: evidence from a classroom‐based research study of students' responses to an intervention on inclusive design
Author(s) -
Nicholl B.,
Flutter J.A.E.,
Hosking I.M.,
Clarkson P.J.
Publication year - 2013
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2012.744696
Subject(s) - creativity , intervention (counseling) , research design , mathematics education , qualitative research , universal design for learning , pedagogy , psychology , design and technology , sociology , social psychology , social science , psychiatry
This article offers evidence from a classroom‐based research study in English secondary schools which developed an innovative approach to teaching in Design and Technology based on inclusive design (also known as universal design). The research evidence highlights how creative, problem‐solving approaches in Design and Technology can be used to provide authentic, engaging learning experiences for students. This study, entitled ‘Designing our Tomorrows', introduced secondary school teachers and students to the principles and practices of inclusive design through an intervention using specially designed resources. In this article, findings from the study%s qualitative pre‐ and post‐intervention interviews are presented to illustrate how this type of approach can stimulate students' creativity and understanding of design.