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Design Education at the Secondary Le...

Roman, Tiffany Anne.

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Design Education at the Secondary Level in the U.S.: Instructional Practices and Perspectives of Teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Design Education at the Secondary Level in the U.S.: Instructional Practices and Perspectives of Teachers./
作者:	Roman, Tiffany Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	381 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10842174
ISBN:	9780438271685

Design Education at the Secondary Level in the U.S.: Instructional Practices and Perspectives of Teachers.
Roman, Tiffany Anne.

Design Education at the Secondary Level in the U.S.: Instructional Practices and Perspectives of Teachers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 381 p.

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2018.

Previous research has found a substantial variation in the conceptions held by teachers about what design is and how it should be learned. Although no two conceptions of design may be alike, one's conception of design always has consequences. Teacher knowledge of design is of particular importance as what teachers understand about design knowing and learning shapes their instructional approaches to design tasks. In this dissertation, I investigated how U.S. secondary teachers in varying design domains, including computer science, 3-D design, and digital design, perceive how design should be taught and how their perspectives are represented within their instructional practices.

ISBN: 9780438271685Subjects--Topical Terms:

3172279
Instructional design.

Design Education at the Secondary Level in the U.S.: Instructional Practices and Perspectives of Teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
500 $a Adviser: Elizabeth X. Boling.
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520 $a Previous research has found a substantial variation in the conceptions held by teachers about what design is and how it should be learned. Although no two conceptions of design may be alike, one's conception of design always has consequences. Teacher knowledge of design is of particular importance as what teachers understand about design knowing and learning shapes their instructional approaches to design tasks. In this dissertation, I investigated how U.S. secondary teachers in varying design domains, including computer science, 3-D design, and digital design, perceive how design should be taught and how their perspectives are represented within their instructional practices.
520 $a The theoretical lens guiding this study was the educational theory of informed design, which posits that K-16 students can become informed designers with instructional support in nine design strategies. Informed designers are neither novices nor experts in design, but somewhere in between. Using multiple case studies as the research strategy, I examined how the instructional practices of design teachers aligned to or diverged from a conceptual framework intended to foster informed design strategies. I conducted multiple interviews and classroom observations of six secondary design teachers within a large U.S. public school district in spring 2016.
520 $a In my analysis, which included instructional documents and student work, I found that three facets of design strategies were absent from the informed design teaching and learning framework: collaborative learning, peer communication, and the integration of tools/materials. Another finding was that teachers' perceptions of how design should be taught were informed by prior experiences, as educators with art backgrounds created design projects for self-expression, whereas computer science teachers stressed coding first, design second. Implications include suggested revisions to the instructional framework to encompass social aspects of design and tool use. These findings emphasize that conceptions of design have consequences in how design tasks are approached and in how design is taught.
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