Abstract:

Although several researchers have investigated engineering design process (EDP) as an effective pedagogy for technology education in K-12, the potential of engineering design for delivering curricula subjects in the technical and vocational education has not obtained much attention. In an ever-changing scientific, technological and social environment, technical and vocational education has not only to provide practical occupational skills, but also to ensure that students will acquire higher order critical thinking, competencies with regard to adaptation, decision-making, creativity and innovation, technological literacy and collaboration skills. This article discusses engineering design process, as an appropriate constructivist approach for contextualized learning and effective connection between theory and practice that fosters the intended learning outcomes for technical and vocational education in the twenty-first century. It is based on an ongoing research project, where we examine, theoretically and practically, how problem solving environments (PSEs) could be developed to underpin effectively engineering design as a constructivist learning activity in the heterogeneous technological classroom, employing activity theory as a conceptual framework.

Keywords:

Engineering design process, technical and vocational education, constructivism, teaching and learning methodology, problem solving environments.