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