[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-154067-105":59,"doc-detail-154067-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","a-singapore-design-technology-pedagogical-act-for-teaching-sketching-to-design","A Singapore design & technology pedagogical act for teaching sketching to design","","Design and Technology (D&T) relies on design thinking through sketching to generate and develop solutions. This study investigates how D&T students learn sketching and externalise visual imagery during designing. Because non-verbal visual expression is not intuitive and sketching is limited in schools, the paper examines pedagogical scaffolds, especially underlays used as templates, to help students progressively acquire sketching language for design thinking. Teacher facilitation with confident live demonstrations is identified as a key foundation for growth in D&T PCK.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-singapore-design-technology-pedagogical-act-for-teaching-sketching-to-design/154067/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-singapore-design-technology-pedagogical-act-for-teaching-sketching-to-design/154067.png","ImageObject",300,407,{"name":92,"@type":93},"Clementine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-08-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main purpose of using sketching in Singapore D&T according to the paper?","Question",{"text":113,"@type":114},"Sketching is used to support design thinking by helping students generate, develop, and present design solutions through visual thinking and communication.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Why does the study focus on pedagogical scaffolds such as underlays and templates?",{"text":118,"@type":114},"Students’ sketching tendency is low and non-verbal visual expression is not intuitive, so underlays as templates scaffold learning so students can acquire the language of sketching for design thinking.",{"name":120,"@type":111,"acceptedAnswer":121},"How does teacher facilitation influence students’ learning of sketching?",{"text":122,"@type":114},"The paper highlights that teachers deploy scaffolds and conduct confident live demonstrations, leveraging their sketching expertise to facilitate thoughtfully planned learning activities.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},154067,1787886283,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},1374391974564,"https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002","Title A Singapore design & technology pedagogical act for teaching sketching to  \ndesign  \nAuthor(s) Chia Cheng Meng, Chia Soo Chin and Tan Seng Chong Jason  \nCopyright © 2022 Nanyang Technological University, National Institute of Education (Singapore) .  \nThis is the published version of the following conference paper:  \nChia, C. M. , Chia, S. C. , & Tan, S. C. J. (2022) . A Singapore design & technology pedagogical act for teaching sketching to design. In Redesigning Pedagogy International Conference 2022: Transforming education & strengthening society: Conference proceedings (pp. 284-300) . Nanyang Technological University, National Institute of Education (Singapore) .  \n284  REDESIGNING PEDAGOGY INTERNATIONAL CONFERENCE 2022  \nA Singapore design & technology pedagogical act for teaching sketching to design  \nChia Cheng Menga, Chia Soo Chinb and Tan Seng Chong Jasonc  \naGeylang Methodist School (Secondary), Singapore; bCurriculum Planning & Development Division, Ministry of Education,Singapore; cNatural Sciences & Science Education Academic Group, National Institute of Education, Singapore  \nAbstract  \nOne emphasis of Design and Technology (D&T) is design thinking through sketching to generate and to develop design solutions. This study aims to investigate the supporting pedagogical scaffolds of how D&T students learn sketching and at the same time externalising their imagery thoughts visually as part of the process of designing. Students learn to express typically in words and numbers; non-verbal visual expression is not intuitive. Sketching is not mainstream learning in schools; it features perhaps only in the Art lessons. In D&T, sketching as the language to think and to express is emphasised. The use of underlays as templates to scaffold the learning of sketching and designing will be discussed. It calls for teacher facilitation of students through pedagogical acts where the teacher deploys scaffolds (templates and underlays) to help them acquire progressively the language of sketching for design thinking and expression. This is underpinned by the teacher’s expertise in sketching to carry out live demonstrations confidently.  \nIntroduction  \nDesign and Technology (D&T) is a subject in the Singapore secondary school curriculum. Broadly, it aims to develop in students a way of thinking and doing through sketching and making while designing and prototyping. Sketching is another domain knowledge – a visual language – to be acquired by the students.  \nSketching is one necessary skill for generating and developing ideas, and for presenting ideas. It is through practice that students learn sketching to visually think and communicate while engaging in the design process during project undertaking. This approach has significance to how the limited curriculum time should be utilised fora design applied subject that is mandatory for 13 and 14 year-old students at lower secondary. To this end, D&T teachers need practice too in order to gain insights on how  \nCONTACT Chia Cheng Meng, [kelvin_chia_cheng_meng@schools.gov.sg](kelvin_chia_cheng_meng@schools.gov.sg)  \nCONFERENCE PROCEEDINGS  285  \nthis can happen through sharpening their pedagogical content knowledge (PCK) .  \nTo support D&T teachers in this professional growth through in-service training, a Design-and-Make (DnM) series comprising three courses based on different ideation techniques and different resistant materials for prototyping was put in place in 2017 by the Ministry of Education (MOE) . The training agency is the National Institute of Education (NIE) . Participants at each of the three-day courses undertake design-andmake projects pitched at lower secondary level. They immerse in design-and-make actions and discussions, observe how the NIE trainer facilitates design process in-action, refresh on workshop safety, understand better assessment in D&T, think deeper about programme design, etc. and consequently deepening D&T PCK.  \nThis paper describes a teacher’s grow","cbCair7LdI2P6jr8","https://ap.wps.com/l/cbCair7LdI2P6jr8","pdf",1772221,18,"English","# Introduction\n## Background\n## Teacher facilitation and scaffolding\n## Teacher growth in D&T PCK","[{\"question\":\"What is the main purpose of using sketching in Singapore D\\u0026T according to the paper?\",\"answer\":\"Sketching is used to support design thinking by helping students generate, develop, and present design solutions through visual thinking and communication.\"},{\"question\":\"Why does the study focus on pedagogical scaffolds such as underlays and templates?\",\"answer\":\"Students’ sketching tendency is low and non-verbal visual expression is not intuitive, so underlays as templates scaffold learning so students can acquire the language of sketching for design thinking.\"},{\"question\":\"How does teacher facilitation influence students’ learning of sketching?\",\"answer\":\"The paper highlights that teachers deploy scaffolds and conduct confident live demonstrations, leveraging their sketching expertise to facilitate thoughtfully planned learning activities.\"}]","A Singapore design & technology pedagogical act for teaching sketching to design | PDF",45]