This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students' academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a learning construct for the next century. The book summarizes descriptive research that makes qualitative statements regarding current classroom practice and identifies effective models for using design in classrooms. The research tapped three primary sources of data: (1) a review of the literature; (2) a national qualitative survey of teachers; and (3) site visits to 10 schools. Also, the researchers conducted qualitative interviews with principals, curriculum coordinators, other school or district administrators, teachers, teachers' aides, students, and parents. The six chapters include: (1) qLearning Through Designq; (2) qLifelong Learningq; (3) qA Strategy for Excellent Teachingq; (4) qDesign in the Curriculumq; (5) qOpportunities and Challenges for Schoolsq; and (6) qConclusions and Recommendations.q Three appendices, a bibliography, and information about the authors, the National Endowment for the Arts, and the Association for Supervision and Curriculum Development conclude the document. (EH)Linked to a social studies unit on pyramids in ancient Egypt, this technology project investigates pneumatics, simple ... Scanlon introduces his 6th grade students to design in the context of exploring the role of invention and innovation in ouranbsp;...
|Title||:||Design as a Catalyst for Learning|
|Author||:||Meredith J. Davis|
|Publisher||:||Assn for Supervision & Curriculum - 1997|