Inclusive design in the Key Stage 3 classroom: an investigation of teachers' understanding and implementation of user-centred design principles in design and technology
Inclusive design in the Key Stage 3 classroom: an investigation of teachers' understanding and implementation of user-centred design principles in design and technology
复制标题
第三阶段课堂的包容性设计：教师对设计和技术中以用户为中心的设计原则的理解和实施调查
DOI：
10.1007/s10798-012-9221-9
复制
发表时间：
2012
影响因子：
2.1
通讯作者：
Nicholl B
中科院分区：
文献类型：
--
作者：
Nicholl B
本文首先讨论了以用户为中心的设计的重要性，概述了其历史和目前在国家和国际标准中的体现，并考虑了其在满足老龄人口需求方面的特殊相关性。本文继续探讨如何以用户为中心的设计的前提下，已采取了在教育和以用户为中心的方法，作为英语国家课程的设计和技术要求的一部分，自1989年以来，在英格兰的学校教的具体例子。本文提出的设计我们的明天项目的初始阶段是在何种程度上以用户为中心的设计是在当前的教学实践相结合的调查。项目小组分析了从两所公立中学的教师和学生那里收集的基线数据，发现教师为学生规划的许多任务在解决设计问题时没有提供机会来确定用户的需求。最后，本文讨论了该项目对学生学习和理解设计与技术的影响。
This paper starts out with a discussion of the importance of user-centred design, outlining its history and current embodiment in national and international standards and considers its particular relevance in addressing the needs of ageing populations. The paper moves on to examine how the premise of user-centred design has been taken up in education and focuses on the specific example of user-centred approaches as part of the Design and Technology requirement of the English National Curriculum, taught in England’s schools since 1989. The initial stage of the Designing our Tomorrow project presented in this paper was an investigation of the extent to which user-centred design was integrated in current teaching practice. Analysing baseline data collected from teachers and pupils at two state secondary schools the project team found that many of the tasks teachers planned for pupils did not provide opportunities to identify users’ needs when solving design problems. Finally, the paper presents a discussion of the project’s implications for pupils’ learning and understanding of Design and Technology.