Design and Technology Productions among Middle School Students: An Indian Experience

Autor/inn/en	Khunyakari, Ritesh; Mehrotra, Swati; Chunawala, Sugra; Natarajan, Chitra
Titel	Design and Technology Productions among Middle School Students: An Indian Experience
Quelle	In: International Journal of Technology and Design Education, 17 (2007) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-006-9017-x
Schlagwörter	Middle School Students; Grade 6; Student Projects; Foreign Countries; Technology Education; Units of Study; Experimental Curriculum; Rural Urban Differences; Video Technology; Educational Technology; Drafting; Freehand Drawing; Rural Schools; Urban Schools; Design; India + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Schulprojekt; Ausland; Technisch-naturwissenschaftlicher Unterricht; Lerneinheit; Stadt-Land-Beziehung; Unterrichtsmedien; Draft; Entwurf; Drawing; Zeichnen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Indien
Abstract	The focus of this paper is students' design productions as they engaged in designing and making a windmill model to lift a given weight. This work is part of a project on the development of design and technology (D&T) education units and its trials among Indian middle school students (Grade 6, age 11-14 years) in different socio-cultural settings. Since D&T is not a part of the Indian school curriculum, the students had no earlier experience of design. Our trials included an exploratory phase followed by groups of students producing technical drawings and a plan for the making action (procedural map) before engaging in making the windmill model. The paper presents findings from a qualitative analysis of urban and rural students' pencil and paper productions, complemented by observations from video recordings of the collaborative engagement of these naive designers. Students used graphical symbols, analogical, spatial and functional reasoning in their design activities. Choice of materials and tools, the nature of exploratory sketches, variety in design and attentions to issues of stability showed differences between the urban and rural groups. Some potential implications of D&T units for classroom learning have also been discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10