ABSTRACT
This chapter begins by considering the applications of cognitive science to the teaching of design & technology. Then it discusses how three separate but related aspects of technical understanding might be taught – powering, controlling, and structuring – noting that learning in the science curriculum is relevant here and the need for conversations between science and design & technology teachers. Next it discusses the teaching of making and the demands of practice. There is a Thought Piece on demonstration from Matt McLain. The teaching of designing is discussed in depth with a particular emphasis on the role of classroom talk. The teaching of critique is discussed identifying ways this might be achieved within different pedagogies and includes a Thought Piece by James Pitt who advocates the teaching of critique to develop radical thinking in learners. The final section deals with digital designing and making, the balance required with manual making, and the potential contribution of AI tools. The section includes a Thought Piece by Ed Charlwood who advocates promoting the use of digital tools.
