Design Education for Agency Development in children aged 10-11
ilustraciones, fotografías
- Autores:
-
Norato Chávez, Maria Angélica
- Tipo de recurso:
- Fecha de publicación:
- 2022
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/84047
- Palabra clave:
- 370 - Educación::372 - Educación primaria
Educación de niños
Pedagogía
Métodos de enseñanaza
Education of children
Teaching
Educational method
Agencia
Diseño
Pensamiento de diseño
Habilidades de diseño
Agency
Design
Design thinking
Design skills
- Rights
- openAccess
- License
- Reconocimiento 4.0 Internacional
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Design Education for Agency Development in children aged 10-11 |
| dc.title.translated.spa.fl_str_mv |
Educación en Diseño para el desarrollo de Agencia en Niñas y Niños de 10-11 años |
| title |
Design Education for Agency Development in children aged 10-11 |
| spellingShingle |
Design Education for Agency Development in children aged 10-11 370 - Educación::372 - Educación primaria Educación de niños Pedagogía Métodos de enseñanaza Education of children Teaching Educational method Agencia Diseño Pensamiento de diseño Habilidades de diseño Agency Design Design thinking Design skills |
| title_short |
Design Education for Agency Development in children aged 10-11 |
| title_full |
Design Education for Agency Development in children aged 10-11 |
| title_fullStr |
Design Education for Agency Development in children aged 10-11 |
| title_full_unstemmed |
Design Education for Agency Development in children aged 10-11 |
| title_sort |
Design Education for Agency Development in children aged 10-11 |
| dc.creator.fl_str_mv |
Norato Chávez, Maria Angélica |
| dc.contributor.advisor.none.fl_str_mv |
Hernández Romero, Daira |
| dc.contributor.author.none.fl_str_mv |
Norato Chávez, Maria Angélica |
| dc.subject.ddc.spa.fl_str_mv |
370 - Educación::372 - Educación primaria |
| topic |
370 - Educación::372 - Educación primaria Educación de niños Pedagogía Métodos de enseñanaza Education of children Teaching Educational method Agencia Diseño Pensamiento de diseño Habilidades de diseño Agency Design Design thinking Design skills |
| dc.subject.lemb.spa.fl_str_mv |
Educación de niños Pedagogía Métodos de enseñanaza |
| dc.subject.lemb.eng.fl_str_mv |
Education of children Teaching Educational method |
| dc.subject.proposal.spa.fl_str_mv |
Agencia Diseño Pensamiento de diseño Habilidades de diseño |
| dc.subject.proposal.eng.fl_str_mv |
Agency Design Design thinking Design skills |
| description |
ilustraciones, fotografías |
| publishDate |
2022 |
| dc.date.issued.none.fl_str_mv |
2022-10-10 |
| dc.date.accessioned.none.fl_str_mv |
2023-06-21T23:05:56Z |
| dc.date.available.none.fl_str_mv |
2023-06-21T23:05:56Z |
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Trabajo de grado - Maestría |
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info:eu-repo/semantics/masterThesis |
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info:eu-repo/semantics/acceptedVersion |
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Text |
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acceptedVersion |
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https://repositorio.unal.edu.co/handle/unal/84047 |
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Universidad Nacional de Colombia |
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Repositorio Institucional Universidad Nacional de Colombia |
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https://repositorio.unal.edu.co/ |
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https://repositorio.unal.edu.co/handle/unal/84047 https://repositorio.unal.edu.co/ |
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Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia |
| dc.language.iso.spa.fl_str_mv |
eng |
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eng |
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ARRANZ, M. (2013). COMPRENDER LA NATURALEZA: DOCTRINA ARISTOT LICA DE LAS CAUSAS. Cuadernos Salmantinos de Filosofía, 40, 57-69. Australian Curriculum. (n.d.). Design and Technologies Aims. Australian Curric- ulum. https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/ design-and-technologies/aims/ Bandura, A. (Ed.). (1997). Self-Efficacy in Changing Societies. Cambridge Uni- versity Press. Bandura, A. (2001). SOCIAL COGNITIVE THEORY: An Agentic Perspective. Annu. Rev. Psychology, 52, 1-26. https://www.academia.edu/33975677/Bandura?bulk- Download=thisPaper-topRelated-sameAuthor-citingThis-citedByThis-secon- dOrderCitations&from=cover_page. Become an IB World School. (n.d.). International Baccalaureate. Retrieved Sep- tember 22, 2021, from https://www.ibo.org/become-an-ib-school/ Bonsiepe, G. (1992). Las 7 columnas del diseño. Brown, T. (2008). Design thinking. Harvard Business Review. https://d1wqtxts1xzle7. cloudfront.net/62206916/Design_Thinking_por_Tim_Brown_Septiembre20200226- 88457-1bayaa7-with-cover-page-v2.pdf?Expires=1664676192&Signature=OTyz- jH~zlZzbVNyotqEjUjWFP6blXjvH2xuTa~LzzQzMwhr8usjAkVWTVQujTnSiZ5kZ8kdJuY- 65bAakmtJ8if7u-tUuw- Buchanan, R. (1992, Spring). Wicked problems in design thinking. Design Issues, The MIT Press, 8(2), 5-21. Cambridge Assessment. (n.d.). Our standards. Cambridge Assessment Inter- national Education. https://www.cambridgeinternational.org/about-us/ our-standards/ Centro de investigación en pólizas de salud de UCLA Health DATA. (n.d.). APÉNDICE D: CONSIDERACIONES ÉTICAS EN INVESTIGACIONES CON SERES HUMANOS. https://healthpolicy.ucla.edu/. https://healthpolicy.ucla.edu/pro- grams/health-data-espanol/Documents/apendice_D_elaborando.pdf COBIS. (2020). COBIS Patron’s Accreditation and Compliance Standards. https:// resources.finalsite.net/images/v1601543805/cobis/oombo4s2u1tk4ooktnzv/ COBISRevisedStandards2020.pdf Colegio Anglo Colombiano. (2018, December 5). Anglo PYP Exhibition 2022 - 23. Anglo PYPx. Retrieved January 15, 2021, from https://sites.google.com/anglo. edu.co/anglo-pypx/home?authuser=0 Congreso de Colombia. (n.d.). Leyes desde 1992 - Vigencia expresa y con- trol de constitucionalidad [LEY_0115_1994]. Secretaria del Senado. Retrieved October 3, 2021, from http://www.secretariasenado.gov.co/senado/basedoc/ ley_0115_1994.html Cross, N. (1992). Design Ability. N O R D I S K A R K I T E K T U R F O R S K N I N G, 4, 19-25. Cross, N. (2006). Designerly Ways of Knowing. Springer-Verlag London. Cross, N. (2006). Intrinsic Value of Design Education. In DesignerlyWays of Know- ing (pp. 10-12). Springer Science+Business Media. Design Council. (n.d.). The Double Diamond: 15 years on. Designcouncil.org. https://www.designcouncil.org.uk/news-opinion/double-diamond-15-years Dewey, J. (1917). The Need for a Recovery of Philosophy [Creative Intelligence: Essays in the Pragmatic Attitude]. In Project Gutenberg. http://www.thehanged- man.com/teaching-files/american/Dewey-Recovery.pdf Dorst, K. (2004, 09 02-03). LEVELS OF EXPERTISE IN DESIGN EDUCATION [INTERNA- TIONAL ENGINEERING AND PRODUCT DESIGN EDUCATION CONFERENCE]. DELFT. Dorst, K. (2010, 01). The Nature of Design Thinking (Issue Conference Proceed- ing). DTRS8 Interpreting Design Thinking: Design Thinking Research Symposium Proceedings. Dorst, K. (2015). Frame Innovation: Create New Thinking by Design. MIT Press. Embedding Values and Attitudes in Curriculum: Shaping a Better Future. (2018, December 5). OECD. Retrieved June 10, 2022, from https://read.oecd-ilibrary.org/ education/embedding-values-and-attitudes-in-curriculum_5d94796e-en#page3 Fletcher-Watson, S., De Jaegher, H., van Dijk, J., Frauenberger, C., Magnée, M., & Ye, J. (2018, Sep-Oct). Diversity Computing. INT ER ACT IONS, 29-33. 10.1145/3243461 Frayling, C. (1993). Research in art and design. Royal College of Art Research Papers, 1(1), 1-5. https://researchonline.rca.ac.uk/384/3/frayling_research_in_ art_and_design_1993.pdf. Friedman, K. (2017). Conversation, Discourse, and Knowledge. she ji The Jour- nal of Design, Economics, and Innovation, 3(2), 75-81. https://doi.org/10.1016/j. sheji.2017.10.001 Herrera, M. Á. (2010). Investigación y diseño: reflexiones y consideraciones con respecto al estado de la investigación actual en diseño. Universidad Interna- cional de la Rioja. https://www.nosolousabilidad.com/articulos/investigacion_ diseno.htm HILLNER, M. (2018). DESIGN THINKING — A BUZZWORD OR THE HOLY GRAIL OF DESIGN? [INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION]. DYSON SCHOOL OF DESIGN ENGINEERING, IMPERIAL COL- LEGE, LONDON, UNITED KINGDOM. http://radar.gsa.ac.uk/6652/1/EPDE18_Final_ Paper_No1185_hillner.pdf IB. (n.d.). La exposición. ib.org. https://resources.ibo.org/pyp/works/pyp_1116 2-51463?root=1.6.2.10.5.3&lang=en&alang=es International Baccalaureate. (n.d.). The Learner. ib.org. Retrieved July 20, 2022, from https://resources.ibo.org/pyp/videos/pyp-the-learner-2018? International Baccalaureate. (2018, December 5). The learner. ib.org. Retrieved September 25, 2022, from https://resources.ibo.org/data/the-learner_fc17a71a- 2344-4b26-84cb-caca3a02750d/the-learner-en_d32875a1-8611-4de3-9f7d- 14a22127adc2.pdf International Baccalaureate Organization (UK) Ltd. (2019, noviembre). ¿Qué es la educación del IB? 3-17. https://www.ibo.org/globalassets/what-is-an-ib- education-es.pdf International School Accreditation Agencies | CIS Accreditation. (n.d.). Coun- cil of International Schools. Retrieved September 22, 2021, from https://www. cois.org/for-schools/international-accreditation Irbīte, A., & Strode, A. (2016). DESIGN THINKING MODELS IN DESIGN RESEARCH AND EDUCATION [SOCIETY. INTEGRATION. EDUCATION, Proceedings of the Inter- national Scientific Conference]. http://dx.doi.org/10.17770/sie2016vol4.1584 Kimbell, L. (2012). Rethinking Design Thinking: Part II. Design and Culture, 4(2), 129-148. 10.2752/175470812X13281948975413 Krokfors, L., Kangas, M., Kopisto, K., Rikabi-Sukkari, L., Salo, L., & Vesterinen, O. (2015). Learning Creatively Together. Educational Change Report 2016. Depart- ment of Teacher Education, Faculty of Behavioural Sciences, University of Hel- sinki. http://urn.fi/URN:NBN:fi-fe2015091011502. Lages, L., Ricard, A., Hemonnet-Goujot, A., & Guerin, A.-M. (2020). Frameworks for innovation, collaboration, and change: Value creation wheel, design think- ing, creative problem‐solving, and lean. Research Gate. DOI: 10.1002/jsc.2321 Lawson, B. (2006). How designers think: the design process demystified. Archi- tectural Press. Learner Agency. (2018, December 5). Ib.org. Retrieved May 2, 2022, from https:// resources.ibo.org/pyp/works/pyp_11162-51463?lang=en Ley 115 de Febrero 8 de 1994. (1994). In EL CONGRESO DE LA REPÚBLICA DE COLOMBIA (Ed.), Ley general de educación (pp. 1-50). EL CONGRESO DE LA REPÚBLICA DE COLOMBIA. Luka, I. (2014). Design Thinking in Pedagogy. Journal of Education Culture and Society, 2, 63-74. DOI: 10.15503/jecs20142.63.74 Manzini, E. (2015). Design, When Everybody Designs: An Introduction to Design for Social Innovation (R. Coad, Trans.). MIT Press. Mettas, A. (2011). Design decision-making by children aged 12-15 within design and technology education. Loughborough University. Thesis. https://hdl.han- dle.net/2134/9251 Mineducacion. (n.d.). Estándares Básicos de competencia. Mineducacion. https://www.mineducacion.gov.co/portal/Preescolar-basica-y-media/ Referentes-de-calidad/340021:Estandares-Basicos-de-competencia Ministerio de Educación Nacional de Colombia. (n.d.). Cumbre mun- dial sobre la Transformación de la Educación convocada por Naciones Unidas. Ministerio de Educación Nacional. Retrieved September 19, 2022, from https://www.mineducacion.gov.co/portal/salaprensa/Comunicados/412154:Para-continuar-cimentando-las-bases-de-la-socie- dad-del-conocimiento-el-ministro-Alejandro-Gaviria-participa-en-la-Cum- bre-mundial-sobre-la-Transformacion-de-la-Educacion-convocada-por-Naci Mustafa, E., & Mische, A. (1998, January). What Is Agency? American Journal of Sociology, 103(4), 962-1023. Nord Anglia Education. (n.d.). Internationally Respected Curricula. Nord Anglia Education. https://www.nordangliaeducation.com/about-us/ about-nord-anglia-education Norman, D., & Meyer, M. W. (2020, Spring). Changing Design Education for the 21st Century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13-49. https://doi.org/10.1016/j.sheji.2019.12.002 Norman, D. A., & Verganti, R. (2014, Winter). Incremental and Radical Innova- tion: Design Research vs. Technology and Meaning Change. Design Issues, The MIT Press, 30(1), 78-96. OECD. (n.d.). OECD: Better policies for better lives. OECD.org. https://www. oecd.org/ OECD. (2019). OECD FUTURE OF EDUCATION AND SKILLS 2030. OECD. https:// www.oecd.org/education/2030-project/ Panke, S. (2019). Design Thinking in Education: Perspectives, Opportunities and Challenges. Open Education Studies, De Gruyter, 1, 281–306. https://doi. org/10.1515/edu-2019-0022 Parra Marín, C. (2019). AGENDA VISUAL Y HABILIDADES DE AUTONOMÍA PER- SONAL Y SOCIAL. Universidad Católica Luis Amigo. https://arasaac.org/ materials/es/2057? Peralta López, F., & Arellano Torres, A. (2014, julio 2). La autodetermi- nación de las personas con discapacidad intelectual: situación actual en España. CES Psicología, 7, 59-77. ISSN 2011-3080. https://www.redalyc.org/ pdf/4235/423539424006.pdf PMC, PubMed Central. (n.d.). Measuring agency as a dimension of empower- ment among young adolescents globally; findings from the Global Early Adoles- cent Study. NCBI, National center of biotechnology information. https://www. ncbi.nlm.nih.gov/pmc/articles/PMC6660556/#sec5title Sanders, E. B.-N., & Stappers, P. J. (2014). Probes, toolkits and prototypes: three approaches to making in codesigning. CoDesign, 10:1, 5-14. DOI: 10.1080/15710882.2014.888183 Santillán, P. (n.d.). Design for Social Change. Norwegian University of Science and Technology. https://www.ntnu.edu/documents/139799/1273574286/ TPD4505.Patricia.Santillan.pdf/17b9083d-eb8f-4e86-8372-daeb6a7ae3aa Schon, D. A. (2008). The Reflective Practitioner: How Professionals Think In Action. Basic Books. Schuler, D., & Namioka, A. (Eds.). (1993). Participatory Design: Principles and Practices. Taylor & Francis. Simon, H. A. (1996). The Sciences of the Artificial (Third edition ed.). The MIT Press. Sirendi, R., & Taveter, K. (2016). Bringing Service Design Thinking into the Public Sector to Create Proactive and User-Friendly Public Services. Tal- linn University of Technology, Akadeemia tee 15a, Tallinn, Estonia, 221–230. 10.1007/978-3-319-39399-5_21 Sirkin, J., Givaudan, M., & Xolocotzin Eligio, U. (2007, 12). Escala Para Medir Agen- cia Personal y Empoderamiento (ESAGE). Revista Interamericana de psicologia/ Interamerican Journal of Psychology, 41(3), 295-304. https://www.researchgate. net/publication/26604737 Sivasubramanian, S. (2013). PROMOTING INNOVATION IN CORPORATE PROJECTS THROUGH LEADERSHIP PRACTICES. University of Technology, Sydney. https:// opus.lib.uts.edu.au/bitstream/10453/23475/5/02whole.pdf SPINUZZI, C. (2005, May). The Methodology of Participatory Design. Technical- COMAlNCATION, 52(2), 163-174. Tellez, F. (2017). Empathy Expression and Development in the Context of Indus- trial Design Education. North Carolina State University. http://www.lib.ncsu.edu/ resolver/1840.20/33702 Thibodeaux, T., Harapnuik, D., & Cummings, C. (2019). Student Perceptions of the Influence of Choice, Ownership, and Voice in Learning and the Learning Environment. International Journal of Teaching and Learning in Higher Educa- tion, 31(1), 50-62. ISSN 1812-9129. https://www.isetl.org/ijtlhe/pdf/IJTLHE3199.pdf Transforming our world: the 2030 Agenda for Sustainable Development | Depart- ment of Economic and Social Affairs. (n.d.). Sustainable Development Goals. Retrieved May 5, 2021, from https://sdgs.un.org/2030agenda UNESCO. (n.d.). UNESCO in brief - Mission and Mandate. United Nations Edu- cational, Scientific and Cultural Organization. https://en.unesco.org/about-us/ introducing-unesco UNESCO Institute for Statistics. (2012). International Standard Classification of Education ISCED 2011. http://uis.unesco.org/sites/default/files/documents/inter- national-standard-classification-of-education-isced-2011-en.pdf United Nations. (2015). Sustainable Development Goals. United Nations: Depart- ment of Economic and Social Affairs Sustainable Development. https://sdgs. un.org/goals Verganti,, R. (2017). Design Thinkers Think Like Managers. she ji The Journal of Design, Economics, and Innovation, 3(2), 100-102. https://doi.org/10.1016/j. sheji.2017.10.006 Wong, B., Koh, J. H. L., Hong, H.-Y., & Chai, C. S. (2015). Design Thinking for Education: Conceptions and Applications in Teaching and Learning. Springer Nature Singapore. |
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Reconocimiento 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Hernández Romero, Dairabf746cd0b8b36e490d38e3b49d8e90d4Norato Chávez, Maria Angélica93304bdab1b2e5b23711bfa9cabbd8452023-06-21T23:05:56Z2023-06-21T23:05:56Z2022-10-10https://repositorio.unal.edu.co/handle/unal/84047Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/ilustraciones, fotografíasThis research is about how design education and design thinking can support the development of agency in children aged 10 and 11 in primary education. As part of the theoretical background, the literature review first provides information about design, design skills, design thinking, design as a human activity, and key elements within design education. Secondly, it explains information about agency, how it is developed, and the different dimensions and components. This is a research through design, which means that the design is both the subject and object of the research, where the design itself, in this case an educational service, is the instrument of research. In terms of methodological and scientific rigor, action research is used. The aim of this type of research is to improve the design practice starting from the educational context of the research itself, primary. As a design teacher, in this case in primary school, I have seen the benefits of design education in an early stage of human development, and the ways students make sense of our artificial world while acquiring lifelong design skills. Nevertheless, the benefits of this approach within a curriculum are not offered, nor documented, as often as one would prefer. Therefore, my interest is to open this door to discussion, development and improvement of our practice as designers and design educators. This research was conducted in the primary section of a Colombian international school with fourth grade students and teachers. Through participatory methods and co-design, we developed toolkits to guide the students on the development of the PYPx (Primary Years Programme Exhibition: Student led final project of the primary program). By the inclusion of design thinking and design education methods, we focused on the agency development of the students throughout all stages of their project.(Texto tomado de la fuente)Esta investigación trata de cómo la educación en diseño puede apoyar el desarrollo de la agencia en niños de 10 y 11 años en la educación primaria. Como parte de los antecedentes teóricos, la revisión de la literatura propor- ciona, en primer lugar, información sobre el diseño, las habilidades de diseño, el pensamiento de diseño y el diseño como actividad humana, elementos clave dentro de la educación del diseño; en segundo lugar, información sobre la agencia, cómo se desarrolla, las diferentes dimensiones y componentes de la agencia humana. Se trata de una investigación a través del diseño, lo que significa que el diseño es sujeto y objeto de la investigación, donde el propio diseño, en este caso un servicio educativo, es el instrumento de investigación. En cuanto al rigor metodológico y científico, se utiliza la investigación-acción. El objetivo de este tipo de investigación es mejorar la práctica del diseño. Como profesora de diseño, en este caso en la escuela primaria, he visto los ben- eficios de la enseñanza del diseño en una etapa temprana del desarrollo humano, la forma en que los estudiantes dan sentido a nuestro mundo artificial mientras adquieren habilidades de diseño para toda la vida. Sin embargo, los beneficios de este enfoque dentro de un plan de estudios no se ofrecen ni se documentan con la frecuencia que uno preferiría. Por lo tanto, mi interés es abrir esta puerta a la discusión, el desarrollo y la mejora de nuestra práctica como diseñadores y edu- cadores de diseño. Esta investigación se llevó a cabo en un colegio internacional colombiano, en la sección de primaria con estudiantes y profesores de cuarto grado. A través de mét- odos participativos y de co-diseño se desarrollaron kits de herramientas para guiar a los estudiantes en el desarrollo del PYPx (Exhibición del Programa de Escuela Pri- maria: Proyecto final del programa de primaria dirigido por los estudiantes). Medi- ante la inclusión de métodos de diseño y educación del diseño centrados en el desarrollo de la agencia de los estudiantes a lo largo de las etapas del proyecto.MaestríaDesign research aims to focus on the design phenomenon. Whether it is to construct a solid theoretical framework or to understand and explain what design is through intellectual, experiential and experimental activities. The objects of study within design research have corresponding sectors driving the research. These are, the design discipline driven by the academy, the design user driven by sociology or philosophy and the design product driven by industry (Herrera, 2010). There are three main types of research in design, research about design, research for design and research through design, being this last one selected for the development of this thesis.Design thinking and cognitionContents 1. Research Approach 2. State of the art 3. Research methodology 4. Reference framework 5. The proposal 6. Study results and analysis 7. Conclusions and Recommendations 8. References 9. Annexes201 páginasapplication/pdfengUniversidad Nacional de ColombiaBogotá - Artes - Maestría en DiseñoFacultad de AdministraciónBogotá,ColombiaUniversidad Nacional de Colombia - Sede Bogotá370 - Educación::372 - Educación primariaEducación de niñosPedagogíaMétodos de enseñanazaEducation of childrenTeachingEducational methodAgenciaDiseñoPensamiento de diseñoHabilidades de diseñoAgencyDesignDesign thinkingDesign skillsDesign Education for Agency Development in children aged 10-11Educación en Diseño para el desarrollo de Agencia en Niñas y Niños de 10-11 añosTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMARRANZ, M. (2013). COMPRENDER LA NATURALEZA: DOCTRINA ARISTOT LICA DE LAS CAUSAS. Cuadernos Salmantinos de Filosofía, 40, 57-69.Australian Curriculum. (n.d.). Design and Technologies Aims. 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Springer Nature Singapore.Design Education for Agency Development in children aged 10-11EstudiantesInvestigadoresMaestrosPersonal de apoyo escolarPúblico generalORIGINAL52995912.2023.pdf52995912.2023.pdfTesis de Maestría en Diseñoapplication/pdf6980021https://repositorio.unal.edu.co/bitstream/unal/84047/2/52995912.2023.pdfc95cca6dda28c32877f18dd5d228933eMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-85879https://repositorio.unal.edu.co/bitstream/unal/84047/3/license.txteb34b1cf90b7e1103fc9dfd26be24b4aMD53THUMBNAIL52995912.2023.pdf.jpg52995912.2023.pdf.jpgGenerated Thumbnailimage/jpeg4694https://repositorio.unal.edu.co/bitstream/unal/84047/4/52995912.2023.pdf.jpgee47e004a475c9ba0e5eaeb1c68c12fcMD54unal/84047oai:repositorio.unal.edu.co:unal/840472023-08-09 23:04:34.31Repositorio Institucional Universidad Nacional de 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