2024/02/01 by Keelin Leahy, Leahy, Keelin, William Gaughran +3
Engineering · Psychology · #Creativity in Education and Neuroscience #Design #Design Education and Practice #Learning Styles and Cognitive Differences #Pedagogy #Preferential Learning Style (PLS) #Strategy
paper · doi:10.24377/dteij.article2282
openalex publication_date 2024/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/01
Design is a discipline which involves many domains, skills and professions. Design practice in Technology education1 in the Irish second level (high school) context is not a representation of the professional realm of design. Design education in the Irish second level system is generally structured on a linear design process and associated assessment criteria. Both the linear process and assessment criteria are stifling creative design outcomes. In an attempt to improve design teaching and learning, and thus students design ability, consideration of students preferred mode of learning has been investigated. Educators have attempted to improve instruction through the influential adaptation of pedagogy intervention in the context of learning and cognitive styles of students (Cook 2008). This paper addresses the need for a strategic approach to design pedagogy to be established within the Irish second level education system, with reference to student’s preferential learning styles (PLS). The findings of the study identify the test cohort’s preferential learning styles. It also reveals significant differences in school types and contrary to initial hypotheses some surprising findings. The preferential learning styles will be one of the prime considerations in meeting the requirement of best practice design pedagogy, where there is a “compatibility of his or her learning style and the instructor’s teaching style” (Felder and Silverman, 1988, p.674).