Changing the emphasis of learning through making in Technology education

Abstract

Planning the teaching of design process inevitably leads to the iterative process of design development broken down into finite steps during discussion, if not during an active design project itself. Design development is often focussed in the sketch development and rough modelling stage, with working drawings produced and final outcomes fixed before the student embarks on making a prototype. Making is valued in Technology studies as a medium for learning about the constraints and characteristics of different materials and processes, however, the additional benefits of learning through making in terms of its impact on design development can be overlooked. This paper considers the challenges and opportunities of expanding further the role of learning through making as a design development tool and broader implications of learning through making in Technology in schools.