Assessing Students’ Design Competencies in Technology Lessons Based on The Tpack Model
Abstract
This article analyzes the didactic possibilities of the TPACK model in the process of developing students’ design competencies in technology lessons. It discusses issues related to organizing the educational process based on the integration of technological, pedagogical, and content knowledge. In particular, the article substantiates the effectiveness of using the project method, problem-based tasks, and digital design tools in studying the construction and modeling of sewing products within the service-oriented branch of the technology subject. The article also reveals the possibilities of developing students’ design thinking, spatial imagination, and design competencies through the use of the Gemini CAD software. In addition, assessment criteria for evaluating students’ design competencies based on the TPACK model are developed, and the possibilities of comprehensively assessing their knowledge and skills through the components of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) are explained.