Critical thinking in Design and Technology

Richard Brown

Wei Long's (2020) research underscores the significant impact of hands-on learning experiences in promoting critical thinking among students, which is particularly relevant to the context of D&T education. There are other researchers that link this metacognitive skill as being synonymous with the subject of D&T, for example Rauscher and Badenhorst (2021).

Whilst other significant studies related to critical thinking (Halpern (2002), Mulnix (2012), Nicholl (2017), Cáceres, M., Nussbaum, M., & Ortiz, J. (2020)) concur with the positivity of critical thinking in D&T activities, a gap exists in understanding how these theories and findings translate into practice. Furthermore, considering the multitude of differing descriptions of critical thinking, many researchers mentioned above agree that critical thinking is hard to quantify, to define and to assess.

The challenge in defining critical thinking

Critical thinking is a multi-layered construct (Willingham, 2020), and whilst various researchers have offered diverse definitions to capture its complexity and depth, it has been suggested that critical thinking is hard to distinguish with one clear definition (Ab Kadir 2018; Wei 2020; Yang 2009).

Ennis (1987, 1996, 2018) emphasised the importance of fostering critical thinking skills early in education, highlighting its influence on cognitive development and problem-solving abilities. Facione's (1990, 2000) work on critical thinking pedagogy stresses the importance of implementing strategies that encourage active student engagement, reasoning, and problem-solving.

Lai (2011) and Barnett (1997) have the view that defining the concept of critical thinking is dependent upon how it is used.  Lai refers to Bloom’s (1956) taxonomy of learning, critical thinking being one of the higher-order thinking skills and Barnett identifies four different ways of utilising the skill: as a stand-alone discipline, as knowledge used practically, engaged politically and as strategic thinking (p.10-14).

Separating critical and creative thinking

Vincent-Lancrin et al. (2019) suggests the difference between the two cognitive skills are that “critical thinking is mainly inquisitive, a detective way of thinking; creative thinking is imaginative, the artist way of thinking” (2019, p.27).

Spuzic et al. (2016) determines that within engineering, criticality and creativity are valuable skills.  Whilst creative thinking can be seen as imaginative and critical thinking more analytical, both have worth in design and engineering (p.3).  The report cites Adriansen (2010) table that attempts to differentiate the two cognitive skills.

Table 1: Idealised differences between criticality and creativity (Spuzic et al (2016, p.5))

Why teach critical thinking

Erikson's (2019) research on the significance of vocational education in fostering a skilled workforce underscores the relevance of aligning D&T education with future career prospects for young learners. This highlights how teaching critical thinking within D&T can equip students with both foundational skills and practical knowledge that are essential for their future endeavours.

Vincent-Lancrin et al. (2019) states that critical and creative thinking are two skills necessary for the future workforce and that critical thinking in particular can “contribute to human well-being and to the good functioning of democratic societies” (2019, p.18). The authors also suggest that critical thinking has become even more vital “in a digital world in which a multiplicity of facts, views, theories and assumptions compete” (2019, p.20).

An independent panel, led by David Sainsbury for the DfE, states that “our education and skills system is failing to develop the skills employers seek” (DfE, 2016, p.22).  Furthermore, Jagannathan et al. (2019), stated that future employers seek employees who demonstrate “critical thinking and design thinking and negotiation skills which contribute to complex problem-solving in the workplace” (2019, p.2).

This can be supported by research from around the world.  Trilling and Foden (2009) in the USA, Ab Kadir (2018) in Australia and a Chilean based study by Cáceres et al. (2020, p.1) cite and agree with Butler et al. (2017) suggesting that “mastering critical thinking is a better predictor of successful life decisions than other factors, such as intelligence.”

Best practice for critical thinking

Whilst the literature may demonstrate the benefits of critical thinking, the ‘how’ to teach it is more challenging.  Willingham (2000) suggests a four-stage strategy to introduce and develop critical thinking skills with children and young people.

• Identify critical thinking skills in each domain: skills are subject and skill dependent.
• Identify the domain content students must know: specific knowledge is required before considering it critically.
• Sequencing critical thinking skills: a sequential development of thinking skills.
• Revisiting critical thinking skills: retention of critical thinking skills.

Conclusion

The above research highlights that just exposing students to opportunities for critical thinking is not enough, it needs to be considered long term and continually revisited. Teachers of D&T therefore need to consider the importance of teaching, modelling and providing opportunities for developing critical thinking skills with students of all abilities and ages.

References

Ab Kadir, M. A. (2018). An inquiry into critical thinking in the Australian curriculum: Examining its conceptual understandings and their implications on developing critical thinking as a “general capability” on teachers’ practice and knowledge. Asia Pacific Journal of Education, 38(4), 533–549. https://doi.org/10.1080/02188791.2018.1535424

Adriansen, Hanne Kirstine. (2010). How criticality affects students' creativity. Teaching creativity - creativity in teaching edited by C. Nygaard, N. Courtney & C. Holtham. 65-84.

Butler, H.A., Pentoney, C. and Bong, M.P., 2017. Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence. Thinking Skills and Creativity, 25, pp.38-46.

Barnett, R. (1997). Higher education: A critical business. McGraw-Hill Education (UK).

Bloom, B.S., Englehart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R., 1956. Taxonomy of educational objectives, handbook I: the cognitive domain. New York: David McKay Co.

Cáceres, M., Nussbaum, M. and Ortiz, J., 2020. Integrating critical thinking into the classroom: A teacher’s perspective. Thinking Skills and Creativity, 37, p.100674.

Department for Education, Sainsbury (2019) retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/536046/Report_of_the_Independent_Panel_on_Technical_Education.pdf

Ennis, R.H., 1987. Critical thinking and the curriculum. Thinking skills instruction: Concepts and techniques, pp.40-48.

Ennis, R.H., 1996. Critical thinking dispositions: Their nature and assessability. Informal logic, 18(2).

Ennis, R.H., 2018. Critical thinking across the curriculum: A vision. Topoi, 37, pp.165-184.

Erikson, M. G., & Erikson, M. (2019). Learning outcomes and critical thinking – good intentions in conflict. Studies in Higher Education, 44(12), 2293–2303. https://doi.org/10.1080/03075079.2018.1486813

Facione, P. A. (1990). Critical Thinking: What It Is and Why It Counts. Critical Thinking, 31.

Facione, P. A. (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic, 20(1). https://doi.org/10.22329/il.v20i1.2254

Halpern, D.F. and Riggio, H.R., 2013. Thinking critically about critical thinking: A workbook to accompany Halpern's thought & knowledge. Routledge.

Jagannathan, S., Ra, S. and Maclean, R., 2019. Dominant recent trends impacting on jobs and labor markets-An Overview. International Journal of Training Research, 17(sup1), pp.1-11.

Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41.

Mulnix, J. W. (2012). Thinking Critically about Critical Thinking. Educational Philosophy and Theory, 44(5), 464–479. https://doi.org/10.1111/j.1469-5812.2010.00673.x

Nicholl, B. (2017). Empathy as an aspect of critical thought and action in design and technology education. In J. Williams & K. Stables, (Eds.), Critique in Design and Technology Education (pp. 157-171). Springer.

Cáceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating critical thinking into the classroom: A teacher’s perspective. Thinking Skills and Creativity, 37, Article 100674. https://doi.org/10.1016/j.tsc.2020.100674

Rauscher, W., & Badenhorst, H. (2021). Thinking critically about critical thinking dispositions in technology education. International Journal of Technology and Design Education, 31(3), 465–488. https://doi.org/10.1007/s10798-020-09564-3

Spuzic, S., Narayanan, R., Abhary, K., Adriansen, H. K., Pignata, S., Uzunovic, F., & Guang, X. (2016). The synergy of creativity and critical thinking in engineering design: The role of interdisciplinary augmentation and the fine arts. Technology in Society, 45, 1–7. https://doi.org/10.1016/j.techsoc.2015.11.005

Trilling, B. and Fadel, C., 2012. 21st century skills: Learning for life in our times. John Wiley & Sons.

Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Fostering Students’ Creativity and Critical Thinking: What it Means in School. OECD. https://doi.org/10.1787/62212c37-en

Willingham, D.T. (2020) Ask the Cognitive Scientist: How Can Educators Teach Critical Thinking?" American Educator 44.3: 41. Web.

Wei Leong Leon LOH, (2020) Critical Thinking in Problem Exploration in Design and Technology Design Project. Design and Technology Education: An International Journal, 25(1) 35-54

Yang, S. C., & Chung, T.-Y. (2009). Experimental study of teaching critical thinking in civic education in Taiwanese junior high school. British Journal of Educational Psychology, 79(1), 29–55. https://doi.org/10.1348/000709907X238771

Further reading

Brown, R. (2023). Teacher perceptions of critical thinking skills within primary school design and technology. Design and Technology Education: An International Journal, 28(2), 22–37. Retrieved from https://openjournals.ljmu.ac.uk/DATE/article/view/1183

Brown, R (2022) Teacher perceptions of Critical Thinking Skills within primary design and technology Proceedings for the 39th Pupils’ Attitudes Towards Technology (PATT39) Conference, Memorial University, Newfoundland, 21-24 June, pp.94-104. https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf

Brown, R (2022) ‘Exploring Teacher Perceptions’ D&T Practice (February), p25-27 https://www.designtechnology.org.uk/resource-shop/magazines/dt-practice-22022-pdf-copy/