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Modelling the Design Process

I wanted to make sure that everyone in the class knew exactly what was meant by the `design process'. I compared it to the writing process, in that it was an organised way of getting the best results. I had an enlarged copy of the flow chart for a possible design process from the Science and Technology K-6 Syllabus (p 24) displayed at the back of the room. We went through this diagram, discussing the need to reflect at each stage and that sometimes it is necessary to go back and revise the original design. Changes may happen because of new understandings or limitations. Being flexible is important.

The design process

The design process from the Science and Technology K-6 Syllabus, page 24.

It is important to ensure that students are provided with opportunities at each stage of the designing and making process to reflect upon their actions, their learning and how such learning relates to other situations.

Here again, it helped to have some students from the previous year, as they knew the process and could help the others by giving examples. The design andproduction of Kellogg's Cornflakes as outlined in the LOOK! Australian Science and Technology series (Monaghan (ed), 1990) was helpful here as a model. It showed the development of a well-known product through a design process and the importance of reflecting and modifying plans to improve the finished product.

We then returned to the task of designing a model of a settlement for an imagined planet. I asked students to think through the steps they thought they would have to follow in this process. What needs to be included in a design plan was an important issue. Students found this quite difficult at first, but gradually got the idea and we developed the following scaffolding.

Discussion notes (left) developed collaboratively by 5/6H and Jan Hancock as they discussed what needed to be considered when designing and making. The diagram below was developed from this.

When designing, it is important to ask yourself: Is it appropriate? In order to answer this question, we must consider the issues of:

• gender - is it suitable for both male and female (depending on the particular audience it is to be designed for)?
• ethics - how does it impact on your beliefs?
• environment - what effect does it have on the environment?
• energy - how much and what type of energy are used in its production and use?
• culture - is it compatible with the lifestyle of the audience?

The finished product may be a design or a model

What materials will your product require? You must consider:

• cost
• availability
• endurance
• quality.

Your design should include:

• some form of diagram or illustration
• measurements/scale
• materials
• labels/arrows
• title
• instructions (where applicable).

The students were then given 10-15 minutes to individually list what they thought were important needs for a settlement. They then came together to share their lists with the rest of the class. We identified really good ideas, and confirmed that it was acceptable to use other people's good ideas as long as you gave them credit.

We also discussed the fact that, as the process continued, we might often change what we had planned, but that it was important to identify reasons for these changes when modifying designs and keep a record. I requested all students to maintain a learning log from this point on and to write an entry during every session spent on this design brief.

Logbook entry

`Today Kate and Jacqui removed the sticker from a large plastic juice bottle Kate brought in so that she could cut it. Shafagh put down the places where we should put our domes and the paths leading to them with a pencil. We decided that our main dome should be a large clear building instead, so we used part of Kate's bottle for the main part of it. Shafagh and I have to remember to bring in some empty "Pop Top" bottles, or else!'

A student's learning logbook entry, reflecting group planning and production of the settlement on an imagined planet.

Collaborative Planning/Design

Students then formed groups of three or four to commence work on their task. After discussing what they thought should go into their models, students initially worked individually on their designs. These designs were then shared with the group. Through discussion, students negotiated the development of one design using parts of each group member's design.

Aspects of students' individual designs were incorporated into the final group design for the settlement on an imagined planet.

Design 2: Aspects of this plan that were incorporated into the group plan included the use of a key, trees to produce oxygen and the road system.	Design 3: The lake as a central feature was incorporated from this individual plan.
Design 4: The group plan shows a clearer presentation of the most important features. The use of a key is developed further than in previous plans.	Design 5: Initially, this was developed as an individual plan. The group working on this project further developed its ideas using this plan, before developing a group version. The lake/dam feature was refined and additional labels and explanations were included. Features such as covering the settlement with a dome and farming areas were incorporated.
Design 6: From this plan, the water purification centre and road system were added to the group plan.

Commentary

Bringing individual designs together to produce one design requires significant negotiation. Students who are not experienced in this may need exposure to a group that is doing it effectively. Imposing design parameters on groups (eg including at least one part of everyone's design rather than choosing the best) can assist students to positively consider each other's work. It is worthwhile pointing out to students that the work of professional designers is rarely the original work of one person. Encouraging students to reformulate their ideas in this way assists them to see the process as something that is not fixed and can be improved.

Reference

Monaghan, B (ed), LOOK! Australian Science and Technology (series), Longman Cheshire, Melbourne, 1990.