The pedagogical theories of the Exploratory Production Model

The purpose of this paper is to examine the pedagogical theories of the Exploratory Production Model (EPM). The model is used as a central approach in learning and teaching in Design and Technology Education. We first present the model’s pedagogical theories: Envision Learning, Project Learning, Problem Based Learning, Process Learning and Model Learning. When following the theories, the role of the learner changes, step by step, from being a receiver of the teacher’s guidance to being a self-directed explorer of her/his own production activities. Ultimately, the theory of Envision Learning challenges learners to set unique goals for all their production activities while, in contrast, Model Learning is similar to extrinsically motivated instrumental learning.

Secondly, the four most learner-centred pedagogical theories are described through examples from the teacher practice of master’s-level students in Design and Technology Education. The descriptions are based on the students’ portfolios and the feedback from schools. The cases reveal that the higher the learner-centred theory the teacher uses is, the more multifaceted is the learning. Moreover, the learning is more intrinsic motivated and thereby deeper regarding to the learners’ own life-world. Varying between the different theories helps teachers to organize the classroom techniques and motivate learners in meaningful learning and cooperation. The pedagogical theories are applicable in differentiating teaching and learning between different groups and between the learners within a certain group.