Which step is NOT typically associated with the design process used in technology education?

The design process in technology education generally includes a sequence of steps that guide learners in creating and refining solutions to problems. The typical steps involved are often defined as including defining the problem, brainstorming solutions, developing prototypes, testing solutions, and evaluating results.

Forecasting and experimenting, while they hold value in the larger context of technology and scientific inquiry, are not standard steps in the design process as typically taught in technology education. The design process emphasizes creating tangible prototypes that can be tested and evaluated, rather than focusing on forecasting outcomes or conducting experiments that might not directly contribute to solving a specific, defined problem within the design framework.

In contrast, testing solutions involves assessing how well a prototype addresses the problem it was designed to solve, while evaluating results focuses on analyzing the different aspects of the solution's performance to draw conclusions and make recommendations for improvement. Prototyping serves as a critical step where ideas are turned into workable models that can be iteratively refined. Therefore, forecasting and experimenting, although important in broader scientific practices, do not align with the core steps commonly associated with the design process in technology education.