Transforming practice in Design and Technology: Evidence from a classroom-based research study of students' responses to an intervention on inclusive design

B. Nicholl, J. A.E. Flutter, I. M. Hosking, P. J. Clarkson

Research output: Contribution to journalArticleScientificpeer-review

5 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)86-102
Number of pages17
JournalCurriculum Journal
Volume24
Issue number1
DOIs
Publication statusPublished - Mar 2013
Externally publishedYes

Keywords

  • active learning
  • curriculum
  • educational research
  • learning competencies
  • pedagogy
  • secondary schools

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