Knowledge-carrying objects in learning situations

• This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The studyis based on a qualitative content analysis of a design project conducted in a science centre for childrenaged 7-10 years, learning about polymers and circularity. The design project is based on researchthrough design and has been an iterative process where design experiments and observations wereintertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’object may play in learning situations, and whether an object can convey knowledge between learnersor between the object and the individual, without the presence of a facilitator. The study also aimed toexplore what type of properties or requirements can be claimed by such an object. Different types ofdocumentation from the design project has been analysed through a qualitative content analysis in a topdown process in order to explore and identify how the iterations of the objects changed the objects’capacity to carry knowledge during the project’s time frame. The goal was to create an initial conceptof how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, theunderstanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types ofmediating objects used by designers in design processes and using ‘knowledge-carrying’ objects aspedagogical agents in design education.

• ABSTRACTThis study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study is based on a qualitative content analysis of a design project conducted in a science centre for children aged 7-10 years, learning about polymers and circularity. The design project is based on research through design and has been an iterative process where design experiments and observations were intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’ object may play in learning situations, and whether an object can convey knowledge between learners or between the object and the individual, without the presence of a facilitator. The study also aimed to explore what type of properties or requirements can be claimed by such an object. Different types of documentation from the design project has been analysed through a qualitative content analysis in a top-down process in order to explore and identify how the iterations of the objects changed the objects’ capacity to carry knowledge during the project’s time frame. The goal was to create an initial concept of how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, the understanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types of mediating objects used by designers in design processes and using ‘knowledge-carrying’ objects as pedagogical agents in design education.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

HUMANIORA  -- Konst -- Design (hsv//swe)

HUMANITIES  -- Arts -- Design (hsv//eng)

Nyckelord

Research trough design

experiential learning

mediating objects

knowledge-carrying objects

playification

Research trough design

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