1. The Design Process: Bridging between mind and hand Dr. Osnat Dagan Curriculum Developer & consultant South Africa March 2006

2. The presentation Two approaches for teaching design My PhD. research questions Conclusions Curriculum implementations Technology education – an overview The space of technology Education South Africa March 2006 The tallest tower

3. What Technology Educators think about Technology Education? "technology is a tool“ or "technology uses tools.“ Wayne Lang “technology as a process" “Promotes technological literacy” Mark Wallace, New Jersey “Technology is tools & techniques, but another profound component is the impact of using technology.” Dave Depue “The process to go through to solve problems” “process not the tool”. Dawn Anstett US South Africa March 2006

4. What Technology Educators think about Technology Education? “Technology education is more about process and problem solving, but also investigation of the impact of technology”. John Dakers Glasgow “students have to understand why something works, not just that it works”. Dan Thomas NY "Technology is HOW we do things. WHY we do things and the IMPACT of technology“. Cees Brederveld, The Netherlands South Africa March 2006

5. Technology Education Main Concepts: –Problem Solving – design process –System Approach Main Contents: –Energy –Materials –Communication South Africa March 2006

6. Technology Literacy Space South Africa March 2006

7. Technology Education - Practice Design – Problem Solving System Approach Resources The impact of the technology Science and Technology March 2006 South Africa

8. System Approach The system approach can be used to analyze systems. “Using models which describing the significant elements of the system and the way these elements are interconnected... in order to understand the system behavior and its impacts on the environment and society” (Truxal, 1972) March 2006 South Africa

9. solutions System Approach needs inputs processes desired undesired outputs Impacts on: society environment March 2006 South Africa

10. Problem Solving = Design Process South Africa March 2006

11. One of the major goals of technological literacy is to provide problem-solving capabilities and skills to the students. The main pedagogical resource for attaining this goal is to engage the students in design processes to create solutions in response to real-life needs. South Africa March 2006

12. The Tallest Tower The mission: to build the tallest tower Activity time: 20 minutes Guidelines and outcomes of the activity –The Tallest Tower should be made from A4 paper and sellotape. –It must stand alone and be stable without being stuck it to any base (floor or table) –It must stand stable for at least 30 second before measuring its height. At the end of the 20 minute activity the group that produces the tallest tower in the most innovative way will be the winner. South Africa March 2006

13. Two approaches for teaching problem-solving in Technology Education Step-by-Step Model – the structural approach Design Tool kit – the functional approach South Africa March 2006

14. The Structural approach Banks, 1994 Wright & Smith, 1998 Norman et al. 1995

15. The functional approach Lawson, 1997 Johnsey, 1998 Kimbell et al. 1991 The problem evaluating investigating making Mioduser, 1998 South Africa March 2006

16. Two approaches for teaching design Structural Approach (design stages) Identifying the problem Investigating Generating ideas Choosing a solution Planning Making evaluating Functional Approach (design functions) The problem evaluating investigating making South Africa March 2006

17. How do we teach with the structural method? Step-by-step: Identifying the problem Investigating Generating ideas Choosing a solution Planning Making Evaluating Solving their own problem Recording details in their portfolio South Africa March 2006

18. How do we teach with the functions method? Applying activity with design functions Intuitive activity with design functions Teaching /learning design functions South Africa March 2006

19. The research questions The connections between the two instructional design approaches (structural or functional) and: The students' mental models. The patterns of use of the various design functions by the students. The quality of the students’ solutions. South Africa March 2006

20. The research method Population –80 students in 7th grade in Junior High School. Setting –Expert technology teacher. –14 lessons, 90 minutes each. South Africa March 2006

21. Students’ Solutions (Drawings) whee ls motor gears batteries wires Toy car Bags Entrance Bags exit Plastic bags container A Bag for plastic bags South Africa March 2006

22. Students’ Solutions (Drawings) A Broom with Vacuum Cleaner Broom Vacuum Cleaner 1 cm 30-40 cm5 cm 2-3 cm 20 cm ‘Finding things’ device Pencil Ruler Pen Glue Clip Scissors South Africa March 2006

23. The students’ solutions (3-D) The can’s cap Delivery to Mummy Clothes collector

25. The Research Conclusions The functional approach enabled the students to construct effective, flexible and functional problem solving mental models. These Students used diverse design functions in a rich and flexible way. South Africa March 2006

26. The problem investigating making evaluating The Curriculum Implications

27. The Curriculum Implications for the ORT Website http://design.ort.org