A proposed research agenda for investigating the nature of designerly thinking in action.

Abstract

The intent of this paper is to discuss the nature of Design and Technology (D&T) education and arising from that the potential contribution of cognitive psychology to further understanding of designerly thinking in action. D&T education is discussed in relation to its purpose and necessity as a discipline in education. A discussion pertaining to how D&T education develops technological capability in students highlights the need for a greater understanding of the nature of designerly thinking. This obligates the discussion for the potential of cognitive psychology to inform the investigation of designerly thinking and its utility in uncovering the nature of the cognitive processes of individuals. The discipline of cognitive psychology is discussed with relevance to investigating designerly thinking in D&T education. The importance of ecological validity in study design is highlighted regarding cognitive psychology which highlights the difficulties which may be encountered in the application of cognitive psychology methodologies to the investigation of designerly thinking. Taking cognisance of these initial discussions, the warranty for a synthesis of the current body of knowledge surrounding the nature of designerly thinking in D&T education with an approach informed by cognitive psychology is proposed