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In Psychological Terms Analysts Were Defined As Being Field Dependent, Being ...

In psychological terms analysts were defined as being field dependent, being affected by the world around them (in their perceptions) and wholists as being the opposite and field independent.
By combining these two concepts, using wholist and analyst to examine pupils' style of designing, new descriptors for ‘designing styles' were proposed.
The CSA was produced as a computerised test that automatically calculates and plots a pupils position on both dimensions. The results reflect the way a pupil perceives and processes information. The relative speed in which a pupil answers different styles of questions, reveals their cognitive style (Riding & Staley, 1998)

Methodology
Whilst on school placement, I noticed another teacher suggesting ideas to a year-12 pupil. Within minutes, the teacher had filled up a side of A3 with quickfire sketches and doodles. If pupils have a short time to focus their minds on quick sketches, it can be more productive than spending an entire lesson producing coloured drawings.
I had an opportunity to try this approach at my last school placement when teaching a class of mixed ability Year 9's. The class were stuck, having spent the previous lesson producing 1 or 2 designs. I suggested that they all swap papers in their groups of four and improve on the original idea. After 10 minutes, the papers were swapped again, and again after another 10 minutes. This resulted in each pupil with three additional ideas to work with.
From this placement experience, I have decided that the best way to establish what Key Stage 3 pupils gain from the Design & Make tasks would be to revisit the two schools in which I taught whilst on teaching practice. The purpose of my visits would be as follows:
To examine the projects that are made by Key Stage 3 pupils and taking one example note the following; the tools required to make the task, the processes involved, and the amount of the pupils' own design input.
Subject to approval by the head of department, ask pupils to complete my questionnaires. This will be an indication of whether the pupils have enjoyed making the project, what the pupils have learned from making the project and, if the pupil is in Year 9, whether that pupil is considering taking up Design & Technology in Key Stage 4.
Finally, I will also ask pupils if they have any suggestions that will improve the project.

The purpose of undertaking design is the development of outcomes of various types. Each design project has stages of construction: these are the components of the final object, in which each stage contains action, reflection and appraisal. As an example: to build a car, there are stages of construction for the engine, transmission, wheels, bodywork, doors, windows, and interior etc.


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