Creativity in Design and Technologies education: preservice teacher's perspectives

Conference paper


von Mengersen, B.. (2018). Creativity in Design and Technologies education: preservice teacher's perspectives. 10th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). Swinburn University of Technology 05 - 08 Dec 2018 Australia: Swinburne University of Technology. pp. 134
Authorsvon Mengersen, B.
TypeConference paper
Abstract

Of the many skills Design and Technologies teachers are required to awaken and develop in students, the capacity to simply
think is perhaps the most fundamental. And for independent, resilient thinking, creativity is just as important as critique. Yet
creative thinking in the design process is rarely explicitly taught (Harris, 2016, p. 3), either to students or the teachers who
instruct them. Unless students can think flexibly and practise the capacity to innovate and broaden their perspectives, they will
be unable to adequately ‘imagine and design in response to “preferred futures”’ (ACARA). And the literature of both the
Australian Curriculum, Assessment and Reporting Authority (ACARA) and the International Baccalaureate (IB) – plus, more
broadly, the society in which students will live and work – require them to do so. It is therefore imperative that we move beyond
the assumption that creative thinking is innate. Creativity theory (Harris, 2016; Runco, 2007, 2014) suggests that creative
thinking can be explicitly communicated, fostered and practised. However, this imperative suggests that familiar dichotomies
must be dismantled, including what Martin and Owen-Jackson describe as an ongoing discipline debate: ‘Is design and
technology about making or knowing?’ (2013). This debate purports that in Design and Technologies (D&T), propositional
knowledge may be prioritised over procedural knowledge (theoretical and conceptual design knowledge vs practical making
skills and tacit knowledge) or vice versa. However, Martin and Owen-Jackson conclude that not only are these types of
knowledge inseparable, they actually inform one another (2013, p. 71). The debate is echoed in the notion of critical and
creative thinking styles as mutually exclusive, and also the ‘art (right-brain thinking) or science (left-brain thinking)’ polarity
(D. A. Edwards, 2008). But instead of becoming mired in such semantic inquiry, our aim must be practical: to cultivate the
capacity for ingenuity and imagination in D&T teachers. This project examines creative thinking tools and strategies, their use
and value, and where in design processes they are being employed. Initial findings indicate that creative thinking skills cannot
be assumed and that tools themselves often need to be redesigned, at least subtly, for the most effective use in D&T education.

Keywordscreativity; creative thinking; design thinking; critique; critical thinking
Year01 Jan 2018
PublisherSwinburne University of Technology
Publisher's version
File Access Level
Controlled
Page range134
136
Output statusPublished
Publication process dates
Deposited18 Feb 2024
Place of publicationAustralia
Edition10
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