Researching Design Learning: Issues and Findings from Two Decades of Research and Development

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Springer Science & Business Media, Sep 23, 2007 - Education - 326 pages

Design and Technology evolved in the school curriculum from the mid 1960s. By the 1980s it had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. The authors worked together on that project, producing in 1991 the first seminal research report on learners’ capability in design and technology.

This book summarises the lessons learned from this and other projects. The book’s messages centre on the designing activity, on learning, teaching and assessment, and, more widely, on what can be learnt about the research process itself. The authors aim to answer questions such as: How does the active, concrete learning tradition enable cognitive and emotional growth? What influences bear upon the process; the teacher, the environment, the task, the learners themselves? Researching such questions, their concerns have integrated the conceptual, the practical and the pedagogic.

 

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Contents

IV
1
V
11
VI
12
VII
29
VIII
45
IX
56
X
65
XI
67
XVI
183
XVII
215
XVIII
216
XX
231
XXI
245
XXIII
269
XXV
286
XXVII
305

XII
99
XIII
139
XIV
152

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Page iii - Ghana Mariona Espinet, Universitat Autonoma de Barcelona, Spain Gurol Irzik, Bogazici University, Istanbul, Turkey Olugbemiro Jegede, The Open University, Hong Kong Reuven Lazarowitz, Technion, Haifa, Israel Lilia Reyes Herrera.
Page iii - Braamfontein, South Africa Vince Lunetta, Pennsylvania State University, University Park, Pennsylvania, USA Pinchas Tamir, Hebrew University, Jerusalem, Israel SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science education. It aims to publish innovative books which are at the forefront of the field. Monographs as well as collections of papers will be published.

About the author (2007)

Goldsmiths College

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