The development, implementation and evaluation of a teaching/learning model in design and technology education : the V-, A-, L-, U-, E-, D- Model

Design and Technology in industry and society has changed in the past decade and school curriculum needs to change to account for new approaches. A major reason for school curriculum change is the integration of a number of different subject areas under the one title — Technology — requiring curriculum review and renewal in Design and Technology education. Curriculum development is important in adapting to changes in the wider society. There was a need to develop a curriculum that responded to changing societal needs and that provided students with a comprehensive understanding of design and technology that focused on values in the design decision making-process, reflecting a range of human processes, physical products, environmental ecosystems and industry. The purpose of the study was to design, develop, implement and evaluate a teaching/learning model in design and technology education, for use at the Post-Compulsory education levels that supported the development of design decision-making processes. A case study was selected to examine the curriculum development process that occurred in identifying skills and processes for design decision-making. A four-phase evaluation process based on Stufflebeam's Context, Input, Process and Product (CIPP) evaluation model (Madaus et al., 1983) was used. The study was designed to draw upon the knowledge and experiences of designers, design and technology educators and to involve students and teachers in the curriculum development process in a practical context. Results of the study, which included a process of learning for design and technology education and the relationship of items within the process, focussed on characteristics of design evaluation for design and technology education — the V-, A-, L-, U-, E-, D- Model which utilised an interactive assessment process within the design decision-making process. The study's findings would be relevant to curriculum designers and professionals in the design and technology teaching/learning area