Benchmarks for Science Literacy: Chapter 15 THE RESEARCH BASE

8 THE DESIGNED WORLD

Although extensive research has focused on survey evaluations of technology programs or on student attitudes toward technology, there is only a small body of research on what students know and how they learn about concepts and systems in technology (Donnelly, 1992; Foster, 1992a, 1992b). For instance, the Assessment of Performance Unit in the United Kingdom has recently collected baseline data on 15-year-old students' performance in design and technology (Kimbell, Stables, Wheeler, Wosniak, & Kelly, 1991). In addition, preliminary research has investigated middle-school students' learning during technology tasks (Hennessy, McCormick, & Murphy, 1993; McCormick, Hennessy, & Murphy, 1993). Results indicate that middle-school students have little understanding about the design process. They do not appear to understand what evaluation of design is or why it is important. Students also have trouble assessing and applying knowledge from other contexts while engaging in design and technology activities (McCormick et al., 1993).

The Designed World benchmarks are associated with knowledge and skills needed for other literacy goals. For example, they draw upon The Mathematical World for knowledge of shapes, estimation, measure, and the ability to use scale, and upon The Physical Setting for knowledge of materials and their properties, forces, and energy. As a result, the literature on student understanding of these topics provides some insight into when and how students may understand concepts of The Designed World. For example, research on student understanding of materials suggests that the tasks of classifying objects according to what they are made of and of comparing properties of materials can be challenging for early elementary-school children. In addition, elementary-school children may have limited knowledge or hold misconceptions about the origins and transformations of materials (Russell, Longden, & McGuigan, 1991).

Given the limited published research related to The Designed World benchmarks, recommendations on what students at different grade ranges should know about The Designed World have drawn primarily on existing good practice documented in The Technology Teacher and on recommendations from technology teachers.

8A) AGRICULTURE

8B) MATERIALS AND MANUFACTURING

8C) ENERGY SOURCES AND USE

8D) COMMUNICATION

8E) INFORMATION PROCESSING

8F) HEALTH TECHNOLOGY