Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic

Priyanka Sewhag Joshi; Vijai Singh Katiyar

doi:doi:10.11648/j.ajad.20210603.12

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Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic

Priyanka Sewhag Joshi, Vijai Singh Katiyar

Published in American Journal of Art and Design (Volume 6, Issue 3)

Received: 30 June 2021 Accepted: 12 July 2021 Published: 15 July 2021

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Abstract

The purpose of the research study is to apply the educational theories to improve professional practice through action research and identify the potential issues in the practice of teaching ‘Design’ as a subject to Grades 7 and 8. The authors have reviewed Bloom’s taxonomy, Bruner’s ‘spiral curriculum,’ Maslow’s motivation theory, Vygotsky’s theory of creativity, Gal’perin’s learning‑psychological theory and Kolb’s Experiential Learning Theory, and have mapped conceptual models based on these educational theories. The conceptual models are examined in the practice of teaching design to Grades 7 and 8 in the Council for the Indian School Certificate Examinations (CISCE) curriculum in India. During these classes, the authors have collected data by direct observation, participant observation and through participatory visual research. The authors have discerned information on the pedagogy and resources for the practical implementation of the conceptual framework in conducting online classes over the zoom platform. The systematic and elaborate models presented in the paper can be adapted and examined through further research and practice, both in physical and offline classes. The findings and the field work presented in the paper must be understood as theoretical and practical guidance that can be adopted and operationalised in educational practice.

Published in	American Journal of Art and Design (Volume 6, Issue 3)
DOI	10.11648/j.ajad.20210603.12
Page(s)	66-83
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

School, Design Education, Educational Theories, Conceptual Model, Action Research, Online

References

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[2]	Glanz, Dr Jeffrey. (2014). Action Research: An Educational Leader’s Guide to School Improvement. Third edition (Kindle Edition). Rowman & Littlefield Publishers, 306-799.
[3]	Tune, Johnathan D., Michael Sturek, and David P. Basile. (2013). Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology. Advances in Physiology Education 37 (4): 316-320.
[4]	Clark, Donald. (2015). Bloom’s Taxonomy of Learning Domains: The Cognitive Domain. The Performance Juxtaposition Site. January 12, 2015. http://www.nwlink.com/~donclark/hrd/bloom.html
[5]	Welko, Tomic, and Kingma Johannes. (1996). Three Theories of Cognitive Representation and Their Evaluation Standards of Training Effects. Open University, Heerlen (Netherlands). 3-44.
[6]	Liao, Shu-Yang. (2012). The Application of Piaget and Bruner’s Cognitive-Developmental Theory in Children’s Dance Teaching. The International Journal of Arts Education 10.2. 164-197.
[7]	Bruner, Jerome S. (1977). The Process of Education. Harvard University Press. 17-54.
[8]	Maslow, Abraham H. (1954). Motivation and Personality. Harper & Row, Publishers. 225-231.
[9]	Tudor, R. J. (2005). Creativity: A Higher Order Capability: How Creativity Is Made Teachable in Design Education. Sydney: University of Technology Sydney. 205-207.
[10]	Podolskij, Andrei. (2012). Zone of Proximal Development. 3485-3487.
[11]	Haenen, Jacques. (2001). Outlining the Teaching–Learning Process: Piotr Gal’perin’s Contribution. Learning and Instruction 11 (2): 157-170.
[12]	Engeness, Irina, and Andreas Lund. (2018). Learning for the Future: Insights Arising from the Contributions of Piotr Galperin to the Cultural-Historical Theory. Learning, Culture and Social Interaction. 1-11.
[13]	Engeness, Irina. (2021). P. Y. Galperin’s Development of Human Mental Activity: Lectures in Educational Psychology. Vol. 14. Cultural Psychology of Education. 105-118.
[14]	Healey, Mick, and Jenkins. (2020). Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education. Journal of Geography, September, 2-9.
[15]	Kolb, Alice Y., and David A. Kolb. 2013. The Kolb Learning Style Inventory - Version 4.0: A Comprehensive Guide to the Theory, Psychometrics, Research on Validity and Educational Applications. Experience Based Learning Systems, Inc. 35-39.
[16]	Sherwin, David. (2010). Creative Workshop: 80 Challenges to Sharpen Your Design Skills. 1-2.
[17]	Muratovski, Gjoko. (2015). Research for Designers: A Guide to Methods and Practice. 50-78.
[18]	Joshi, P. S., and V. S. Katiyar. (2019). “Theoretical Framework for Design Education at School Level in India.” ICERI 2019 Proceedings. 303-312.

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APA Style

Priyanka Sewhag Joshi, Vijai Singh Katiyar. (2021). Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic. American Journal of Art and Design, 6(3), 66-83. https://doi.org/10.11648/j.ajad.20210603.12

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ACS Style

Priyanka Sewhag Joshi; Vijai Singh Katiyar. Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic. Am. J. Art Des. 2021, 6(3), 66-83. doi: 10.11648/j.ajad.20210603.12

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AMA Style

Priyanka Sewhag Joshi, Vijai Singh Katiyar. Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic. Am J Art Des. 2021;6(3):66-83. doi: 10.11648/j.ajad.20210603.12

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@article{10.11648/j.ajad.20210603.12,
  author = {Priyanka Sewhag Joshi and Vijai Singh Katiyar},
  title = {Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic},
  journal = {American Journal of Art and Design},
  volume = {6},
  number = {3},
  pages = {66-83},
  doi = {10.11648/j.ajad.20210603.12},
  url = {https://doi.org/10.11648/j.ajad.20210603.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20210603.12},
  abstract = {The purpose of the research study is to apply the educational theories to improve professional practice through action research and identify the potential issues in the practice of teaching ‘Design’ as a subject to Grades 7 and 8. The authors have reviewed Bloom’s taxonomy, Bruner’s ‘spiral curriculum,’ Maslow’s motivation theory, Vygotsky’s theory of creativity, Gal’perin’s learning‑psychological theory and Kolb’s Experiential Learning Theory, and have mapped conceptual models based on these educational theories. The conceptual models are examined in the practice of teaching design to Grades 7 and 8 in the Council for the Indian School Certificate Examinations (CISCE) curriculum in India. During these classes, the authors have collected data by direct observation, participant observation and through participatory visual research. The authors have discerned information on the pedagogy and resources for the practical implementation of the conceptual framework in conducting online classes over the zoom platform. The systematic and elaborate models presented in the paper can be adapted and examined through further research and practice, both in physical and offline classes. The findings and the field work presented in the paper must be understood as theoretical and practical guidance that can be adopted and operationalised in educational practice.},
 year = {2021}
}

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TY  - JOUR
T1  - Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic
AU  - Priyanka Sewhag Joshi
AU  - Vijai Singh Katiyar
Y1  - 2021/07/15
PY  - 2021
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DO  - 10.11648/j.ajad.20210603.12
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JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
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AB  - The purpose of the research study is to apply the educational theories to improve professional practice through action research and identify the potential issues in the practice of teaching ‘Design’ as a subject to Grades 7 and 8. The authors have reviewed Bloom’s taxonomy, Bruner’s ‘spiral curriculum,’ Maslow’s motivation theory, Vygotsky’s theory of creativity, Gal’perin’s learning‑psychological theory and Kolb’s Experiential Learning Theory, and have mapped conceptual models based on these educational theories. The conceptual models are examined in the practice of teaching design to Grades 7 and 8 in the Council for the Indian School Certificate Examinations (CISCE) curriculum in India. During these classes, the authors have collected data by direct observation, participant observation and through participatory visual research. The authors have discerned information on the pedagogy and resources for the practical implementation of the conceptual framework in conducting online classes over the zoom platform. The systematic and elaborate models presented in the paper can be adapted and examined through further research and practice, both in physical and offline classes. The findings and the field work presented in the paper must be understood as theoretical and practical guidance that can be adopted and operationalised in educational practice.
VL  - 6
IS  - 3
ER  -

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Author Information

Priyanka Sewhag Joshi

National Institute of Design, Ahmedabad, India
Vijai Singh Katiyar

National Institute of Design, Ahmedabad, India

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APA Style

Priyanka Sewhag Joshi, Vijai Singh Katiyar. (2021). Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic. American Journal of Art and Design, 6(3), 66-83. https://doi.org/10.11648/j.ajad.20210603.12

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ACS Style

Priyanka Sewhag Joshi; Vijai Singh Katiyar. Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic. Am. J. Art Des. 2021, 6(3), 66-83. doi: 10.11648/j.ajad.20210603.12

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AMA Style

Priyanka Sewhag Joshi, Vijai Singh Katiyar. Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic. Am J Art Des. 2021;6(3):66-83. doi: 10.11648/j.ajad.20210603.12

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@article{10.11648/j.ajad.20210603.12,
  author = {Priyanka Sewhag Joshi and Vijai Singh Katiyar},
  title = {Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic},
  journal = {American Journal of Art and Design},
  volume = {6},
  number = {3},
  pages = {66-83},
  doi = {10.11648/j.ajad.20210603.12},
  url = {https://doi.org/10.11648/j.ajad.20210603.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajad.20210603.12},
  abstract = {The purpose of the research study is to apply the educational theories to improve professional practice through action research and identify the potential issues in the practice of teaching ‘Design’ as a subject to Grades 7 and 8. The authors have reviewed Bloom’s taxonomy, Bruner’s ‘spiral curriculum,’ Maslow’s motivation theory, Vygotsky’s theory of creativity, Gal’perin’s learning‑psychological theory and Kolb’s Experiential Learning Theory, and have mapped conceptual models based on these educational theories. The conceptual models are examined in the practice of teaching design to Grades 7 and 8 in the Council for the Indian School Certificate Examinations (CISCE) curriculum in India. During these classes, the authors have collected data by direct observation, participant observation and through participatory visual research. The authors have discerned information on the pedagogy and resources for the practical implementation of the conceptual framework in conducting online classes over the zoom platform. The systematic and elaborate models presented in the paper can be adapted and examined through further research and practice, both in physical and offline classes. The findings and the field work presented in the paper must be understood as theoretical and practical guidance that can be adopted and operationalised in educational practice.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Design Education for Grades 7 and 8 in a CISCE School in India — An Action Research During the COVID-19 Pandemic
AU  - Priyanka Sewhag Joshi
AU  - Vijai Singh Katiyar
Y1  - 2021/07/15
PY  - 2021
N1  - https://doi.org/10.11648/j.ajad.20210603.12
DO  - 10.11648/j.ajad.20210603.12
T2  - American Journal of Art and Design
JF  - American Journal of Art and Design
JO  - American Journal of Art and Design
SP  - 66
EP  - 83
PB  - Science Publishing Group
SN  - 2578-7802
UR  - https://doi.org/10.11648/j.ajad.20210603.12
AB  - The purpose of the research study is to apply the educational theories to improve professional practice through action research and identify the potential issues in the practice of teaching ‘Design’ as a subject to Grades 7 and 8. The authors have reviewed Bloom’s taxonomy, Bruner’s ‘spiral curriculum,’ Maslow’s motivation theory, Vygotsky’s theory of creativity, Gal’perin’s learning‑psychological theory and Kolb’s Experiential Learning Theory, and have mapped conceptual models based on these educational theories. The conceptual models are examined in the practice of teaching design to Grades 7 and 8 in the Council for the Indian School Certificate Examinations (CISCE) curriculum in India. During these classes, the authors have collected data by direct observation, participant observation and through participatory visual research. The authors have discerned information on the pedagogy and resources for the practical implementation of the conceptual framework in conducting online classes over the zoom platform. The systematic and elaborate models presented in the paper can be adapted and examined through further research and practice, both in physical and offline classes. The findings and the field work presented in the paper must be understood as theoretical and practical guidance that can be adopted and operationalised in educational practice.
VL  - 6
IS  - 3
ER  -

Copy | Download