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1.
This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers
in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed,
together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom
performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher
perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally
in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design
and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes
within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with
the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
2.
Ann Marie Hill Angela Anning 《International Journal of Technology and Design Education》2001,11(2):111-136
There is a lack of evidence that examines, together, the triad of how teachers in elementary/primary schools are translating
curriculum requirements for teaching design, within technology frameworks, in their classrooms, how their students then proceed
with design, and how ’school situated design’ relates to ’workplace design’. This paper explores the relationships between
designerly thinking and behaviours situated in classrooms and in the workplace, beliefs about how designing is learned in
schools and in the ’real world’, and children’s, teachers’ and designers’ understanding of design. These are be illustrated
by extracts from interviews with teachers, children and designers and evidence of designing in classrooms and in the workplace.
Similarities and differences between evidence from ’school situated design’ and ’workplace design’ and from Canada and the
United Kingdom (UK) are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
David Barlex Marion Rutland 《International Journal of Technology and Design Education》2003,13(2):171-192
This paper investigates developments in the teaching of food technology introduced as an element of design & technology in
the 1990 National Curriculum for Technology in the English primary curriculum for children aged five to eleven years.
It reviews briefly the situation for food teaching before 1990 and identifies a number of relevant issues. This is followed
by an overview of developments in food technology in primary schools between 1992 and 2001, highlighting the need for primary
teachers and trainee teachers on initial teacher education courses to develop an understanding of how to teach food technology
in their schools. The development of teaching materials through the Nuffield Approach to food technology in primary schools
is outlined together with a case study of the use of the materials in initial teacher education at the University of Surrey
Roehampton.
The paper describes the uptake of Nuffield Primary food technology materials as measured by down loads from the Nuffield Primary
Design & Technology web site. Alongside this, there are reflections of primary trainee teachers on the impact of using the
Nuffield food technology materials on their classroom practice during school experience. It concludes with a discussion of
the key issues arising from the paper and suggestions for future research.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Marion Rutland David Barlex 《International Journal of Technology and Design Education》2008,18(2):139-165
This paper is based on work carried out as part of a research study into the professional practices of secondary design and technology teachers in England. It focused on fostering creativity or teaching for creativity as defined by the Robinson Report (1999, All our futures: creativity, culture and education. London: Department for Education and Employment (DfEE)) for pupils aged 11–14 years. The overall research question that drove this study was “to what extent can teachers influence the creativity of pupils aged 11–14 years in design and technology lessons?” The paper provides the basis used to generate a unique theoretical three-feature model or framework that can be used to explore creativity within an educational context.The findings of three investigations in the study are presented in this paper. The first and second investigations looked at what could be learnt from the professional practices of art and design and design and technology teachers and the views of four ‘expert’ teachers known for their ability to develop the creative potential of their pupils. The data is discussed under emerging themes and it is used to inform specific criteria in the evolving theoretical three-feature model for creativity. The model is then used to analyse the data from the third classroom based investigation and the findings are discussed under the emerging themes to help identify the issues related to fostering creativity within the design and technology classroom.This paper discusses the implications of the research for classroom practice and suggests that, as creativity is a complex, multi-faceted concept and process, the theoretical three-feature model and related criteria evolved in the study provides a sound framework to explore creativity within an educational context. As a tool it helps identify examples of good practice and highlight areas that require further attention by teachers aiming to foster their pupils’ creativity. It is suggested that design and technology teachers have lessons to learn from the practices of their art and design colleagues and ‘expert’ design and technology teachers. It is concluded that there is a need for greater understanding by teachers of their implicit theories regarding teaching, learning and creativity. A wider use could be made of the breadth of strategies outlined by the ‘expert’ teachers. This would help address the weakness identified in the school based study and strengthen classroom practice when teaching for creativity. 相似文献
5.
The paper explores the adoption of the social dimensions of sustainability in technological design tasks. It uses a lens which
contrasts education for sustainability as ‘a frame of mind’ with an attempt to bridge a ‘value-action gap’. This lens is used
to analyse the effectiveness of the Sustainable Design Award, an intervention in post-16 technology education in three countries
to encourage students and teachers to strengthen design for sustainability in their work. In each country, the intervention
project provided varying combinations of teacher professional development, provision of learning resources, in school student
support, lobbying of key curriculum policy makers and a student Award. Three types of teacher are identified by reference
to their motivation for introducing sustainability into their teaching of design. These teacher types are linked to a hierarchy
of teachers’ understanding of the social dimension of sustainability. The consequences for continuous professional development
are examined. The findings are then used to critique the value of the lens. 相似文献
6.
Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching
methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants
in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades (16–18 years old). By the
end of 12th grade, the pupils had created 57 authentic projects. The intervention program had two parts: first, the pupils
documented their project according to a creative design process that had been introduced to them. Second, the projects were
assessed according to a creative thinking scale. This scale was designed to assist pupils in documenting the design process.
It could be used as a guideline for teachers and pupils during the course of the project. The research examined pupils’ performance
during project-based learning. The research tools included: observations of class activities, portfolio assessment, and external
matriculation assessment. The findings show first that pupils learned to document their design process. Second, pupils’ projects
demonstrated various levels of creative thinking skill. Evidences for high-level documentation of the projects were found
in pupils’ portfolios. On the other hand, there is much to be learned about documenting teamwork and pupils’ reflection. This
research could assist researchers and teachers who are interested in assessing engineering education outcomes. 相似文献
7.
Tina Jarvis Léonie J. Rennie 《International Journal of Technology and Design Education》1998,8(3):261-279
Two instruments designed to ascertain children's conceptions of ‘technology’ were given to 315 English children in Years 2–6.
A subset of 81 children and their teachers were interviewed. Responses to the same instruments were collected from 745 Western
Australian children in the same year groups. Subsequently their teachers and 164 Australian children were interviewed. The
Australian and English children had a similar range of concepts to explain technology, but the frequency of concepts varied.
The results suggest that the stages of developing an inclusive concept of technology are mainly chronological, but the rates
vary with individuals depending on a number of inter-related factors including home and school influence, ability, gender
and opportunity to discuss ideas. Examination of these factors suggests there is a need for specific curriculum provision
in technology based on adequate in- service training of teachers, which should also clarify the differences between science
and technology. Children also need to be enabled to clarify their ideas through focused activities.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
8.
Trevor Davies Roger Elmer 《International Journal of Technology and Design Education》2001,11(2):163-180
The paper introduces the highly problematic nature of modelling in design and technology education and examines the relationship
between cognitive and concrete modelling. Its aim is to gain insight into what learners do, rather than what others say they
ought to do in their learning activities. The variety of purposes that educators have for learners’ modelling are discussed
through examining the contested curriculum justification for design and technology education itself. The paper proposes that
learners’ modelling cannot be extracted from the social milieu in which they act and it provides some insights of these social
influences through the analysis of two case studies. Their settings are a girls’ secondary school and a college of higher
education. Each case study is presented independently but organised with a common format to consider a) the impact of assessment
on learning intentions and outcomes; b) cultural influences on learning and modelling; c) social influences on learning and
modelling. A discussion of the emergent themes considers implications for teachers.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
Esa-Matti Jarvinen Jouni Hintikka Arto Karsikas 《International Journal of Technology and Design Education》2008,18(3):265-273
The Finnish case contributing to the international DEPTH study was carried out within the Technology Education NOW! project at the University of Oulu. Nineteen project teachers participated in the study. The recent revision of the Finnish
Basic Education Curriculum with the introduction of the cross-curricular theme “Humans and Technology” provided the contextual
framework for the study. The graphic tool called the ‘DEPTH tool’ was introduced to the teachers to help and support them
in their professional thinking of their technology teaching in this period of transition. Qualitative research methods were
employed in the study. The teachers’ responses to the study indicate that it was appropriate and helped them to make sense
of the situation. The DEPTH tool appeared to work well with most of the teachers. Even though some of the teachers used the
tool to present a list of activities they have carried out in their technology teaching, most of them understood that they
could use the tool in a deeper way to enhance their professional reflection. Five categories of teachers emerged from the
data. The categories indicate different aspects and levels of teachers’ professional reflection, especially in relation to
curriculum revision and the cross-curricular theme Humans and Technology. Interestingly, some of the teachers who showed a
thoughtful level of reflection did not pay very much attention to the revised curriculum. 相似文献
10.
Victor McNair Robin B. Clarke 《International Journal of Technology and Design Education》2007,17(3):271-290
Technology and design was added to the Northern Ireland curriculum in September 1992 and through it, teachers seek to address
the need for pupils to understand the ever-changing man-made world by developing skills and understanding in its four elements
of designing, communicating, manufacturing and the use of energy and control. To be effective in attaining these goals, it
is important that teachers allow pupils to have a voice in their learning. They should do this by taking account of pupil
responses to the tasks they issue and using those responses as a basis for making choices about instruction and support strategies.
This is particularly important in technology and design as pupils need to interpret instructions in light of their design
ideas. This paper outlines how three case studies of technology and design teaching were used to identify a range of teaching
and learning strategies and evaluate them for their potential to create a learning dialogue with pupils. Drawing on aspects
of the effective teaching debate, this learning dialogue was then applied to how teachers exploited pupil histories, managed
a range of collaboration strategies and provided effective task orientation. The case studies were based on observations,
interviews and content analysis of work over a complete design-and-make project in each school. The paper outlines three continua
for effectiveness in each of the three areas observed. The first continuum shows that teachers need a more individualised
view of building on pupil histories, the second outlines a range of strategies for the management of pupil collaboration in
learning and the third suggests that pupils need to be orientated into complex tasks in ways that support a progressively
increasing level of independence in their thinking. 相似文献
11.
Susan van Rensburg Piet Ankiewicz Chris Myburgh 《International Journal of Technology and Design Education》1999,9(2):137-151
The PATT (Pupils’ Attitude Towards Technology) questionnaire, as validated for the USA, was used to assess and analyse South
African learners’ attitudes towards technology. The responses of 500 girls and 510 boys, from the Gauteng Province in South
Africa, were analysed using a principal component and a principal factor analysis. The explained variance was rather low and
indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive
in that there were no significant differences regarding the gender attitudes that ‘technology should be for all’ and that
‘technology makes contributions to society’. The fact that girls have a stronger gender discrimination view related to themselves
regarding technology needs to be addressed in future curriculum development issues.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
12.
David Barlex 《International Journal of Technology and Design Education》1998,8(2):139-150
This paper describes the development of the design and technology component of the National Curriculum of England and Wales
from its inception in 1988 to its current form in 1995 and the influence of the Nuffield Design and Technology Project in
this process. The paper discusses the Nuffield approach to four important issues – breadth and balance, continuity and progression,
differentiation and clarity of content. The paper discusses the role of the teacher and identifies four important features
required for successful teaching. The paper describes the work of the Project in providing continual professional development
for design and technology teachers including the work of area field officers to support teachers who are using the Project
publications.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
13.
Sarah J. Stein Campbell J. Mcrobbie Ian Ginns 《International Journal of Technology and Design Education》2000,10(3):105-123
The purpose of this study was to investigate areas of significance which were related to the understanding of technology and
technology education, identified by teachers introducing the key learning area, technology, into their primary school classrooms
for the first time. Working from Australia's national document on technology education, A Statement on Technology for Australian Schools (Curriculum Corporation, 1994), two teachers wrestled with how to fit this new curriculum area into their current classroom
programs, their understandings of technology as a phenomenon and with their beliefs about teaching and learning in general.
The study showed that the teachers made sense of technology education as it related to, from their perspectives, ideas about
and aspects of primary school classrooms with which they felt comfortable. Implications for professional development include
the need to acknowledge and value the prior experiences and understandings of primary teachers. The challenge for teachers
in implementing technology education is gaining a conceptualisation of the learning area, which in some respects, is very
like other more familiar learning areas in the primary curriculum, but in many other respects, unique.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
14.
Drawing Out Ideas: Graphicacy and Young Children 总被引:1,自引:0,他引:1
Angela Anning 《International Journal of Technology and Design Education》1997,7(3):219-239
Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young
children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘
when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and
Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes
by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s
drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting
children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children
will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
15.
David M. Barlex Donna Trebell 《International Journal of Technology and Design Education》2008,18(2):119-138
The purpose of the study reported here was to investigate the use of a design-without-make unit as part of the design and technology curriculum with pupils aged 14. Three research questions drove the study: (a) What sort of designing do pupils do when they work collaboratively to design without having to make what they have designed? (b) What is the teachers’ attitude to design-without-make? (c) What is the pupils’ attitude to design-without-make? The study is a small pilot and data were collected using semi-structured interviews with a class teacher and two pupils and detailed scrutiny of five pupils’ design ideas developed during 6 lessons towards the end of an 18 lessons teaching sequence. Findings indicate that the teacher and pupils in this study responded favourably to design-without-make. The pupils’ designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. 相似文献
16.
Dan Davies Chris Collier Alan Howe 《International Journal of Technology and Design Education》2012,22(2):247-263
This article reports on the outcomes from the e-scape Primary Scientific and Technological Understanding Assessment Project (2009–2010), which aimed to support primary teachers in developing valid portfolio-based tasks to assess pupils’ scientific
and technological enquiry skills at age 11. This was part of the wider ‘e-scape’ project (2003-present), which has developed
an innovative controlled alternative to design & technology and science public assessment at age 16. Teachers from eight primary
schools were trained in the use of an online task-authoring tool to develop and trial assessment activities based on current
classroom work. To compile their e-portfolios of assessment evidence, pupils used netbook devices, which afford multi-modal
responses (text, drawing, photo, audio, video, spreadsheet) whilst leaving space on pupils’ tables for practical investigations.
Once the pupil e-portfolios had been uploaded to the secure e-scape website, teachers assessed them using a ‘comparative judgement’
approach to produce a rank order with a high reliability coefficient. Participant teachers recognised the strength of the
e-scape approach in terms of facilitating and managing pupils’ responses to assessment tasks in the classroom, which they
successfully adapted to suit primary pedagogy. In particular, the benefits of scaffolding complex assessment tasks through
the step-wise e-scape process in the authoring tool represented for some of the teachers a pedagogically significant development
in terms of their planning. 相似文献
17.
Multidisciplinary Technology Education 总被引:1,自引:0,他引:1
Contrary to a tale that is being told in the US, there is no transhistorical, universally pristine organisation of technology.
This article resituates technology education in the contested, historico-political terrain to which it belongs. The current,
and only, model of the technology discipline is interrogated in order to interrupt a project with roots bound up with a doctrinaire,
academic conservatism popularised during the early 1960s. Following a lively critique of the technology mono-discipline, comparative
curriculum is used for path-finding and interpretation. Counter to the mono-discipline model of technology, the conceptual
parameters of a critical and plural multidiscipline are outlined. ‘Multidisciplinary Technology Education’ (MTE), inspired
through efforts in art education, is proposed as a middle path between the technology mono-discipline and Design and Technology.
MTE is balanced over four interdisciplines – Practice, Design, Studies and Criticism – with an end in technological sensibility
and political sagacity.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
18.
Christina Solomonidou Athanassios Tassios 《International Journal of Technology and Design Education》2007,17(2):113-133
The present research investigated and studied students’ representations about daily life technologies, in a prospect of studying
technology in Greek primary education. In the research participated 60 Greek primary school students aged 9 to 12 years old.
Research data were collected through semi-structured, personal, clinical-type interviews. Each interview investigated student’s
conceptions and views about the following thematic areas: the concept of technology, daily life technologies, technological
change, and the impact of technology use in everyday life. Data analysis revealed that the majority of students equated technology
with modern tools and appliances, especially with computers, TV, mobile phones, satellites and other micro- and macro-technologies,
whereas experience based technologies (de Vries, Technology education: Beyond the “technology is applied science” paradigm.
J. Technol. Edu. 8 (1996), 7) have been hardly recognized by them as technology. Also students’ representations can be categorized either
as technology-oriented representations, which focus on a collection of technical means without reference to humans, or as
human-oriented representations, focused on technical means with substantial reference to human needs and activities. Depending
on these types of representations, students seem to conceive differently the nature of the problems, which they recognize
that the wide use of technology causes mainly to the environment and the responsibility of the user for these problems. Moreover,
it seems that the concept of technological change is a quite difficult one for the students. In order to help students form
adequate representations about daily life technology and technological change an appropriate teaching approach was designed
on the basis of these students’ representations. 相似文献
19.
20.
There are various aspects to teachers’ professional knowledge, some such as subject knowledge are more easy to articulate
than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various
aspects of teachers’ professional knowledge in order to be able to help themselves reflect on and develop these various aspects.
This research builds on earlier work conducted with design and technology colleagues in a number of different countries and
teacher training institutions (see Banks et al., International Journal of Technology and Design Education, 14, 141–157, 2004). Leach and Banks, together with other colleagues, developed a visual tool for discussing the aspects of professional
knowledge that student teachers are required to develop and this formed the basis of this research (Leach and Banks, Investigating the developing ‘Teacher Professional Knowledge’ of student teachers, 1996). The research was carried out with a cohort of 1-year Post Graduate Certificate in Education (PGCE) students on a
conventional face-to-face programme. There were 11 in the group with six male and five female and the majority were aged under
25; this is atypical of this course both for gender and age, but this constituted the 2004–2005 intake. There were three data
collection points: September 2004, on their first day of their course; January 2005 following their first school placement
and June 2005 at the end of the course. The findings indicate the students’ development across the PGCE course in each of
the areas relating to knowledge of subject, pedagogy and school. In each area there is a growth in their knowledge and a development
in the complexity of their understanding. The students’ knowledge developed from a generalised understanding to a more specific
and sophisticated one. It is hoped to be able to continue this research during the induction year of each successful student. 相似文献