Abstract
This paper describes a case study of pedagogical developments carried out with teachers and secondary school students in response to new curriculum content in Product Design courses presented in Scottish secondary schools. The pedagogy attempts to challenge the anti-commercial manufacturing attitude that prevails among teachers and students and is based on motivational principles. It makes explicit use of the language and tools of popular media culture, specifically 'ask the audience' interaction and investigative forensic science. An electronic voting system is incorporated as an introduction to detailed product evaluation and technical analysis collaborative activities. It examines the educational potential of such ICT systems to help students explore emotional response, product semantics and value judgements and make connections to commercial manufacturing detail design.
| Original language | English |
|---|---|
| Pages (from-to) | 10-24 |
| Number of pages | 14 |
| Journal | Design and Technology Education: An International Journal |
| Volume | 12 |
| Issue number | 1 |
| Publication status | Published - Jan 2007 |
Keywords
- curriculum development
- design pedagogy
- forensic science
- motivation
- product evaluation
- popular culture