Researching Design Learning Issues and Findings from Two Decades of
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
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Science & Technology Education Library VOLUME 34
SERIES EDITOR William W. Cobern, Western Michigan University, Kalamazoo, USA FOUNDING EDITOR Ken Tobin, University of Pennsylvania, Philadelphia, USA EDITORIAL BOARD Henry Brown-Acquay, University College of Education of Winneba, Ghana Chin-Chung, National Taiwan University of Science and Technology, Taipei, Taiwan 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, Universidad Autónoma de Colombia, Bogota, Colombia Marrisa Rollnick, College of Science, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway Hsiao-lin Tuan, National Changhua University of Education, Taiwan SCOPE The book series Science & Technology Education Library provides a publication forum for scholarship in science and technology 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.
The titles published in this series are listed at the end of this volume.
Researching Design Learning Issues and Findings from Two Decades of Research and Development
By
RICHARD KIMBELL Goldsmiths, University of London, UK
and
KAY STABLES Goldsmiths, University of London, UK
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-1-4020-5114-2 (HB) ISBN 978-1-4020-5115-9 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springer.com
Printed on acid-free paper
All Rights Reserved © 2007 Springer. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
To Harriet, Tony and the families We promise not to write another one. Not for a while anyway.
Contents
Dedication
v
Foreword
ix
Preface
xi
Acknowledgements
INTRODUCTION
xiii
1
PART ONE: OUR PHILOSOPHICAL POSITION
11
Chapter 1 Capability: A Philosophical Position
13
Chapter 2 Learning and Teaching: A Philosophical Position
29
Chapter 3 Assessment: A Philosophical Position
45
Chapter 4 Research: A Philosophical Position
57
viii
Contents
PART TWO: THE PROJECTS
65
Chapter 5 APU Design & Technology
67
Chapter 6 Further Performance Assessment
99
Chapter 7 Continuing Fundamental Research
139
Chapter 8 Public Policy Research
153
Chapter 9 Evaluating Curricular Initiatives
183
PART THREE: EMERGING ISSUES AND UNDERSTANDINGS
215
Chapter 10
Processes, Activities and Tasks
217
Chapter 11
Learning and Teaching
231
Chapter 12
Assessing Performance
245
Chapter 13
Learner Differences
269
Chapter 14
Research Methodology
287
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