Design processes in industry are influenced by scientific, technological, market, political/juridical and aesthetical factors. In design methodological analyses these factors and their impact on the way a chain of designs is developed are studied. In a piecemeal rationality insight into the combination of these factors in a certain situation leads to decisions about the next step in the design process. This concept is illustrated by three case studies: the Brabantia corkscrew, the Philips Stirling (hot air) engine and the Philips Plumbicon (a television camera pickup tube). Differences between these three designs show the need to differentiate between the following kinds of technologies: experience-based technologies, macrotechnologies and microtechnologies. This distinction gives us insight into the level of abstraction of the knowledge that is used in the various technologies and thus can be useful for determining the order in which the various technologies should be dealt with in education. If we accept that one of the aims of Technology Education is to give a realistic idea of how technological developments take place in the industrial practice, these design methodological analysis can serve as a tool for teaching this school subject. This requires a didactical transformation of the academic way in which design methodological analyses are made into a more practical approach that fits with the abilities of pupils.
|Title of host publication||Technology education in school and industry|
|Editors||D. Blandow, M.J. Dyrenfurth|
|Place of Publication||Heidelberg/Berlin|
|Publication status||Published - 1995|