The role of concretization in acquiring design knowledge

Tamar Ronen Fuhrmann, Yael Kali

Research output: Contribution to conferencePaperpeer-review


This research explored the nature of design knowledge by examining the processes in which graduate students in education learned to design educational technologies. We developed two rubrics to assess: (a) the degree to which students were able to translate their design ideas into concrete design artifacts (concretization rubric), and (b) the degree to which they designed artifacts that followed a socio-constructivist pedagogical approach versus a teacher-centered transmissionst model (epistemology rubric). Outcomes indicated that as students developed their concretization skills, they were able to become aware to and reduce gaps between their "theoretical" and "applied" epistemologies. By making their design ideas more concrete, students were able to carry out productive negotiations about these ideas with instructors and peers, and to explore them in relation to theory and to expert design knowledge.

Original languageEnglish
Number of pages8
StatePublished - 2010
Event9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States
Duration: 29 Jun 20102 Jul 2010


Conference9th International Conference of the Learning Sciences, ICLS 2010
Country/TerritoryUnited States
CityChicago, IL

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education


Dive into the research topics of 'The role of concretization in acquiring design knowledge'. Together they form a unique fingerprint.

Cite this