Focusing on classroom interaction during designerly activity in a secondary design and technology classroom

This paper explores ways in which data collected during designerly activity in a Secondary Design and Technology Classroom can be analysed with a view to ascertaining the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling d...

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Main Author:	Donna Trebell
Format:	Default Text
Published:	2008
Subjects:	Design not elsewhere classified Classroom interaction Co-construction of knowledge Talk functions Collaborative learning Designers Designing Design Practice and Management not elsewhere classified
Online Access:	https://hdl.handle.net/2134/3534
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id	rr-article-9345629
record_format	Figshare
spelling	rr-article-93456292008-01-01T00:00:00Z Focusing on classroom interaction during designerly activity in a secondary design and technology classroom Donna Trebell (7151963) Design not elsewhere classified Classroom interaction Co-construction of knowledge Talk functions Collaborative learning Designers Designing Design Practice and Management not elsewhere classified This paper explores ways in which data collected during designerly activity in a Secondary Design and Technology Classroom can be analysed with a view to ascertaining the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007). It is anticipated that open questions and other forms of interactive challenge will support this development. Categories drawn from literature on constructive dialogue which illuminate a number of talk functions that empower learners in their thinking and acting: speculating, explaining, elaborating, questioning, challenging, hypothesising, affirming, feedback, evaluating and reflecting (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) will be drawn upon to inform analytical assumptions. Having explored the literature, the paper goes on to develop an appropriate methodology, present and analyse relevant data using an appropriate analytical framework. The paper concludes by summarising the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007) 2008-01-01T00:00:00Z Text Online resource 2134/3534 https://figshare.com/articles/online_resource/Focusing_on_classroom_interaction_during_designerly_activity_in_a_secondary_design_and_technology_classroom/9345629 CC BY-NC-ND 4.0
institution	Loughborough University
collection	Figshare
topic	Design not elsewhere classified Classroom interaction Co-construction of knowledge Talk functions Collaborative learning Designers Designing Design Practice and Management not elsewhere classified
spellingShingle	Design not elsewhere classified Classroom interaction Co-construction of knowledge Talk functions Collaborative learning Designers Designing Design Practice and Management not elsewhere classified Donna Trebell Focusing on classroom interaction during designerly activity in a secondary design and technology classroom
description	This paper explores ways in which data collected during designerly activity in a Secondary Design and Technology Classroom can be analysed with a view to ascertaining the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007). It is anticipated that open questions and other forms of interactive challenge will support this development. Categories drawn from literature on constructive dialogue which illuminate a number of talk functions that empower learners in their thinking and acting: speculating, explaining, elaborating, questioning, challenging, hypothesising, affirming, feedback, evaluating and reflecting (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) will be drawn upon to inform analytical assumptions. Having explored the literature, the paper goes on to develop an appropriate methodology, present and analyse relevant data using an appropriate analytical framework. The paper concludes by summarising the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007)
format	Default Text
author	Donna Trebell
author_facet	Donna Trebell
author_sort	Donna Trebell (7151963)
title	Focusing on classroom interaction during designerly activity in a secondary design and technology classroom
title_short	Focusing on classroom interaction during designerly activity in a secondary design and technology classroom
title_full	Focusing on classroom interaction during designerly activity in a secondary design and technology classroom
title_fullStr	Focusing on classroom interaction during designerly activity in a secondary design and technology classroom
title_full_unstemmed	Focusing on classroom interaction during designerly activity in a secondary design and technology classroom
title_sort	focusing on classroom interaction during designerly activity in a secondary design and technology classroom
publishDate	2008
url	https://hdl.handle.net/2134/3534
_version_	1797741219641556992

Focusing on classroom interaction during designerly activity in a secondary design and technology classroom

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