Abstract
This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study
is based on a qualitative content analysis of a design project conducted in a science centre for children
aged 7-10 years, learning about polymers and circularity. The design project is based on research
through design and has been an iterative process where design experiments and observations were
intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’
object may play in learning situations, and whether an object can convey knowledge between learners
or between the object and the individual, without the presence of a facilitator. The study also aimed to
explore what type of properties or requirements can be claimed by such an object. Different types of
documentation from the design project has been analysed through a qualitative content analysis in a topdown process in order to explore and identify how the iterations of the objects changed the objects’
capacity to carry knowledge during the project’s time frame. The goal was to create an initial concept
of how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, the
understanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types of
mediating objects used by designers in design processes and using ‘knowledge-carrying’ objects as
pedagogical agents in design education.
is based on a qualitative content analysis of a design project conducted in a science centre for children
aged 7-10 years, learning about polymers and circularity. The design project is based on research
through design and has been an iterative process where design experiments and observations were
intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’
object may play in learning situations, and whether an object can convey knowledge between learners
or between the object and the individual, without the presence of a facilitator. The study also aimed to
explore what type of properties or requirements can be claimed by such an object. Different types of
documentation from the design project has been analysed through a qualitative content analysis in a topdown process in order to explore and identify how the iterations of the objects changed the objects’
capacity to carry knowledge during the project’s time frame. The goal was to create an initial concept
of how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, the
understanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types of
mediating objects used by designers in design processes and using ‘knowledge-carrying’ objects as
pedagogical agents in design education.
| Translated title of the contribution | KNOWLEDGE-CARRYING OBJECTS IN LEARNING SITUATIONS |
|---|---|
| Original language | English |
| Title of host publication | The Value of Design & Engineering Education in a Knowledge Age: Proceedings of the 22nd International Conference on Engineering and Product Design Education (E&PDE 2020) |
| Editors | Lyndon Buck , Erik Bohemia, Hilary Grierson |
| Publisher | Design Society |
| Number of pages | 6 |
| ISBN (Print) | 1912254107 |
| DOIs | |
| Publication status | Published - 2020 Sept 10 |
| Event | INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION : The Value of Design & Engineering Education in a Knowledge Age - VIA DESIGN, VIA UNIVERSITY COLLEGE , HERNING, Denmark Duration: 2020 Sept 10 → 2020 Sept 11 Conference number: 22nd |
Conference
| Conference | INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION |
|---|---|
| Country/Territory | Denmark |
| City | HERNING |
| Period | 2020/09/10 → 2020/09/11 |
Subject classification (UKÄ)
- Pedagogy
Artistic work
- Design