Transforming practice in Design and Technology

Evidence from a classroom-based research study of students' responses to an intervention on inclusive design

Journal article (2013)

Authors

Bill Nicholl University of Cambridge

Julia Flutter University of Cambridge

Ian Hosking University of Cambridge

P.J. Clarkson University of Cambridge

Affiliation

External organisation

Active learning Pedagogy Curriculum Educational research Learning competencies Secondary schools

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Published Date

2013-3

Language

English

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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.