In this episode, I explore what research tells us about knowledge in Design & Technology education. Understanding the nature of knowledge in D&T is crucial for effective teaching and curriculum planning, so I examine both procedural and conceptual knowledge, exploring how they connect and what this means for our practice.
Following our previous discussion on D&T capability, I analyse the relationship between these knowledge types, drawing from Bob McCormick's 1997 paper and wider literature. Through examples from textiles and materials, I demonstrate how procedural knowledge extends beyond following steps to understanding interconnected processes. Looking at tasks like using a sewing machine, I discuss how teachers can build pupils' procedural knowledge over time, helping them develop both technical competence and the ability to select appropriate processes.
I challenge some common approaches to teaching theory and discuss how conceptual knowledge encompasses categories and relationships rather than just facts. Using examples from my teaching - including a memorable lesson about bronze - I consider how we might better structure our teaching of materials and their properties.
For D&T teachers, this discussion offers insights for curriculum planning and sequencing. Whether you're developing schemes of work or considering progression, these ideas could reshape how you approach building pupils' knowledge and capability.
What's your take on knowledge in D&T? How do you balance procedural and conceptual understanding in your teaching?
• Examining the importance of knowledge in D&T education
• Differentiating between procedural and conceptual knowledge
• Discussing the interconnected nature of different teaching procedures
• Highlighting the role of literature in shaping understanding
• Challenging traditional views on skills vs knowledge in D&T
• Illustrating practical examples of knowledge in action
• Reflecting on the implications for effective curriculum planning
Mentioned in the show
Hurrell, D., 2021. Conceptual knowledge or procedural knowledge or conceptual knowledge and procedural knowledge: Why the conjunction is important to teachers. Australian Journal of Teacher Education (Online), 46 (2), 57–71.
McCormick, R., 1997. Conceptual and Procedural Knowledge. International Journal of Technology and Design Education, 7 (1), 141–159.
Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on my research, thinking and direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.
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