A unique, issues-based account of research in design learning
Active learning processes explored and explained through multiple case studies
A practical, useable guide to research processes
The product of ongoing research projects in design and technology teaching, this book summarizes the lessons learned. The book focuses on the design 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 active, concrete learning enables cognitive and emotional growth? Researching such questions, the authors integrate the conceptual, the practical and the pedagogic.
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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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Design & Technology evolved in the school curriculum from the mid 1960s. By the 1980s the subject had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. Richard Kimbell and Kay Stables worked together on that project, producing in 1991 the first seminal research report on learners´ capability in design & technology. This book summarises the lessons learned from these projects. The messages centre on the designing activity, on learning, teaching and assessment, and – more widely – on what can be learnt about the research process itself. How does this active, concrete learning tradition enable cognitive and emotional growth? What influences bear upon this process; the teacher, the environment, the task, the learners themselves?
Dedication.- Foreword.- Preface.- Acknowledgements.- INTRODUCTION .- PART ONE: OUR PHILOSOPHICAL POSITION.- 1 Capability: A Philosophical Position.- 2 Learning and Teaching: A Philosophical Position.- 3 Assessment: A Philosophical Position.- 4 Research: A Philosophical Position.- PART TWO: THE PROJECTS.- 5 APU Design & Technology.- 6 Further Performance Assessment.- 7 Continuing Fundamental Research.- 8 Public Policy Research.- 9 Evaluating Curricular Initiatives.- PART THREE: EMERGING ISSUES AND UNDERSTANDINGS.- 10 Processes, Activities and Tasks.- 11 Learning and Teaching.- 12 Assessing Performance.- 13 Learner Differences.- 14 Research Methodology.- 15 Concluding Reflections.- References.- Index.
Design & 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 & 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.
From the reviews:
"The new Kimbell and Stables book ... deals with technology education only. ... I would like to recommend ... warmly to all researchers in technology education. ... There are three Parts. In Part 1 the underlying philosophical position of the research group is explained. Part 2 consists of project deillegalscriptions. Part 3 discusses `emerging issues and understanding´. ... can be seen as milestones in the (relatively short) history of technology education research. ... excellent contributions to their respective book series." (Marc de Vries, International Journal of Technology and Design Education, Vol. 18, 2008)
Design and Technology has evolved in the school curriculum and the British government funds research exploring what learners could do when challenged with design and technology tasks. This book summarizes the lessons learned from this research.
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.
Our Philosophical Position.- Capability: A Philosophical Position.- Learning and Teaching: A Philosophical Position.- Assessment: A Philosophical Position.- Research: A Philosophical Position.- The Projects.- APU Design & Technology.- Further Performance Assessment.- Continuing Fundamental Research.- Public Policy Research.- Evaluating Curricular Initiatives.- Emerging Issues And Understandings.- Processes, Activities and Tasks.- Learning and Teaching.- Assessing Performance.- Learner Differences.- Research Methodology.- Concluding Reflections.
From the reviews:
"The new Kimbell and Stables book ... deals with technology education only. ... I would like to recommend ... warmly to all researchers in technology education. ... There are three Parts. In Part 1 the underlying philosophical position of the research group is explained. Part 2 consists of project deillegalscriptions. Part 3 discusses 'emerging issues and understanding'. ... can be seen as milestones in the (relatively short) history of technology education research. ... excellent contributions to their respective book series." (Marc de Vries, International Journal of Technology and Design Education, Vol. 18, 2008)
Design & Technology evolved in the school curriculum from the mid 1960s. By the 1980s the subject had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. Richard Kimbell and Kay Stables worked together on that project, producing in 1991 the first seminal research report on learners' capability in design & technology. This book summarises the lessons learned from these projects. The messages centre on the designing activity, on learning, teaching and assessment, and - more widely - on what can be learnt about the research process itself. How does this active, concrete learning tradition enable cognitive and emotional growth? What influences bear upon this process; the teacher, the environment, the task, the learners themselves?
Inhaltsverzeichnis
Our Philosophical Position.- Capability: A Philosophical Position.- Learning and Teaching: A Philosophical Position.- Assessment: A Philosophical Position.- Research: A Philosophical Position.- The Projects.- APU Design & Technology.- Further Performance Assessment.- Continuing Fundamental Research.- Public Policy Research.- Evaluating Curricular Initiatives.- Emerging Issues And Understandings.- Processes, Activities and Tasks.- Learning and Teaching.- Assessing Performance.- Learner Differences.- Research Methodology.- Concluding Reflections.
Klappentext
The product of ongoing research projects in design and technology teaching, this book summarizes the lessons learned. The book focuses on the design 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 active, concrete learning enables cognitive and emotional growth? Researching such questions, the authors integrate the conceptual, the practical and the pedagogic.
Design & Technology evolved in the school curriculum from the mid 1960s. By the 1980s the subject had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. Richard Kimbell and Kay Stables worked together on that project, producing in 1991 the first seminal research report on learners' capability in design & technology. This book summarises the lessons learned from these projects. The messages centre on the designing activity, on learning, teaching and assessment, and - more widely - on what can be learnt about the research process itself. How does this active, concrete learning tradition enable cognitive and emotional growth? What influences bear upon this process; the teacher, the environment, the task, the learners themselves?
