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.

Keywords: Pedagogical Theories, Learning, Teaching, Exploratory Production