Kelly's repertory grid: a technique for developing evaluation in design and technology

The paper discusses the potential of applying repertory grid techniques in response to the introduction of the ‘Product and Applications’ and ‘Quality’ programmes of study in the new national curriculum for design and technology. The paper draws upon research carried out as part of a series of pilot studies carried out in initial teacher education workshops during the past year. This is an ongoing study currently being extended into infant classrooms. The paper also discusses Phillips (1985) problematic attempt at applying repertory technique in the context of the secondary school design education of boys and girls. The paper concludes by arguing that a modified version of the classic ‘triad elicitation method’ provided by the repertory grid technique provides a powerful means of revealing students personal constructs of technological products and artefacts. Such perspectives see history as a linear process where humanity progresses in the acquisition of knowledge about the world and how it works. According to this account, as the scientific knowledge is applied, new technologies emerge and these, in turn, influence the ways in which we live. From this perspective technology is often seen as shaping society rather than being shaped by it. Thankfully, a very different, and ultimately more optimistic perspective on technology has gained ground in recent years. This is a view that sees technology as simply a social product, determined by human needs and wishes. This view has been strengthened by historical and sociological studies that have shown that scientific progress has not, in fact, followed a simple linear pattern at all. That far from revealing an ever more complete reflection of reality, science has merely developed a succession of elaborate alternative paradigms or models with which explanations of observed behaviour may be made. Technological development has often preceded scientific development and the over simplistic concept of technology as 'applied science' has thus been largely discredited. A much wider recognition of the risks that are faced from ecological disasters in recent years (e.g. The Chernobyl disaster, Global Warming, Oil pollution) have led scientists, politicians and citizens to call for greater control in the production, and responsibility in the use of, technologies.