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Understanding design literacy in middle-school education: Assessing students' stances towards inquiry

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Understanding design literacy in middle-school education: Assessing students' stances towards inquiry. / Christensen, Kasper Skov; Hjorth, Mikkel; Iversen, Ole Sejer et al.

In: International Journal of Technology and Design Education, Vol. 29, No. 4, 09.2019, p. 633-654.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review

Vancouver

Christensen KS, Hjorth M, Iversen OS , Smith RC. Understanding design literacy in middle-school education: Assessing students' stances towards inquiry. International Journal of Technology and Design Education. 2019 Sep;29(4):633-654. doi: 10.1007/s10798-018-9459-y

Author

Christensen, Kasper Skov ; Hjorth, Mikkel ; Iversen, Ole Sejer et al. / Understanding design literacy in middle-school education: Assessing students' stances towards inquiry. In: International Journal of Technology and Design Education. 2019 ; Vol. 29, No. 4. pp. 633-654.

Bibtex

@article{164644cb2c1b47e0beb6f1246c66207f,

title = "Understanding design literacy in middle-school education: Assessing students' stances towards inquiry",

abstract = "We present a comparative, quantitative assessment, focused on measuring{\textquoteleft}stances towards inquiry{\textquoteright} among middle-school students who have received design education. Our assessments are based on results of a written survey questionnaire and a statistical analysis using {\textquoteleft}The Design Literacy assessment tool{\textquoteright}. Our analysis suggest that participating students have internalized basic knowledge about design, but lack adaptive aspects of design literacy, specifically the capability to take a designerly stance towards inquiry when confronted with {\textquoteleft}wicked problems{\textquoteright}. We suggest that, due to societal developments, students are becoming more {\textquoteleft}design literate{\textquoteright}, but that they generally develop routine expertise in these first practical encounters with design processes, whereas the more complex adaptive capabilities demand more education of both students and teachers.",

keywords = "Design education, Design research, Evaluation, Reflective practices, #CCTD, #CEED",

author = "Christensen, {Kasper Skov} and Mikkel Hjorth and Iversen, {Ole Sejer} and Smith, {Rachel Charlotte}",

year = "2019",

month = sep,

doi = "10.1007/s10798-018-9459-y",

language = "English",

volume = "29",

pages = "633--654",

journal = "International Journal of Technology and Design Education",

issn = "0957-7572",

publisher = "Springer",

number = "4",

}

RIS

TY - JOUR

T1 - Understanding design literacy in middle-school education: Assessing students' stances towards inquiry

AU - Christensen, Kasper Skov

AU - Hjorth, Mikkel

AU - Iversen, Ole Sejer

AU - Smith, Rachel Charlotte

PY - 2019/9

Y1 - 2019/9

N2 - We present a comparative, quantitative assessment, focused on measuring‘stances towards inquiry’ among middle-school students who have received design education. Our assessments are based on results of a written survey questionnaire and a statistical analysis using ‘The Design Literacy assessment tool’. Our analysis suggest that participating students have internalized basic knowledge about design, but lack adaptive aspects of design literacy, specifically the capability to take a designerly stance towards inquiry when confronted with ‘wicked problems’. We suggest that, due to societal developments, students are becoming more ‘design literate’, but that they generally develop routine expertise in these first practical encounters with design processes, whereas the more complex adaptive capabilities demand more education of both students and teachers.

AB - We present a comparative, quantitative assessment, focused on measuring‘stances towards inquiry’ among middle-school students who have received design education. Our assessments are based on results of a written survey questionnaire and a statistical analysis using ‘The Design Literacy assessment tool’. Our analysis suggest that participating students have internalized basic knowledge about design, but lack adaptive aspects of design literacy, specifically the capability to take a designerly stance towards inquiry when confronted with ‘wicked problems’. We suggest that, due to societal developments, students are becoming more ‘design literate’, but that they generally develop routine expertise in these first practical encounters with design processes, whereas the more complex adaptive capabilities demand more education of both students and teachers.

KW - Design education

KW - Design research

KW - Evaluation

KW - Reflective practices

KW - #CCTD

KW - #CEED

U2 - 10.1007/s10798-018-9459-y

DO - 10.1007/s10798-018-9459-y

M3 - Journal article

VL - 29

SP - 633

EP - 654

JO - International Journal of Technology and Design Education

JF - International Journal of Technology and Design Education

SN - 0957-7572

IS - 4

ER -