The paper explores the role of values in design decision-making through the eyes of key authors and a pilot study. 'Knowing that' and 'knowing how' in designing are reviewed and the problematic distinctions between 'know how' and skill noted. The effect of values on design decision-making is discussed and examples from the pilot study are presented together with a new categorisation strategy for values in design decisionmaking.
The relationship of science and design is not well understood or developed but is becoming the centre of the national debate concerning technology in UK schools. This article seeks to clarify issues, define terms and develop thinking in this complex area.
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