Loughborough University Library: Open Journals
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Scientific Visualisation: Linking Science and Technology Education through Graphic Communications
Get PDFScientific visualisation is a new curriculum in the technology education area in orth Carolina, USA. The goal of this two-course curriculum is to help develop students' ability to communicate technical and scientific information to a variety of audiences. A historical context is set to help explain the development of this curriculum. The curriculum's unique application of the design process to visualisation methods and its emphasis on the use of science and technology concepts for visualisation topics are discussed. How curriculum is implemented in the classroom and an example activity are outlined
A Pilot Study into the Value of 3-D Sketch Modelling at Key Stage 3
Get PDFModelling is fundamental to design and technology. From the initial image in the mind, a cognitive model, right the way through until the final product designers use models. They can use drawings or sketches, 2- D modelling, 3-D sketch modelling or mock ups, mathematical and/or computer models, and prototypes. This paper is an account of a pilot study into the value of the use of one type of model, the 3-D sketch model, when used by Key Stage 3 pupils when designing a product to be made in the area known in the English National Curriculum as resistant materials. The pilot study was conducted at a rural comprehensive community college. The researchers first reviewed the extent of the use of 3-D sketch models by pupils in Year 9. They found that little use was made of this way of developing design ideas and solving problems. In conjunction with the school staff a revised approach to a resistant materials project was set up to include the use o
Children’s Designing
Get PDFFollowing a design and technology specialist module as part of the third year of my BA (Hons) primary education at the University of Central England, this paper reports on and examines my findings concerning children’s ability to design. Part of the module involved working with a class from each key stage at a local primary school. As a group of five design and technology specialists, we planned and taught units from the Qualifications and Curriculum Authority (QCA) scheme of work over four lessons. The topics that we covered were:• Year 3: structures, unit 3D photograph frames• Year 2: textiles, unit 2B puppets. We were based at a Roman Catholic primary school, which is a beacon school for design and technology. The school is well-resourced, and the children are enthusiastic about their studies
Abstracts
Get PDFThe following publications are abstracts by the mentionned authors;A Preliminary Study of an attempt to Introduce PGCE D&T Students to Designing and the Teaching of Designing in the Secondary School - Abstract by David Barlex and Marion RutlandRemembering the C in D&T: Gendered Perceptions of Creativity and Design & Technology - Abstract by David SpendloveInnovation in Design and Technology: the Polymer Acoustic Guitar and the Case for Relegation of 'The Design Process' - Abstract by Dr Eddie NormanThe Introduction of Practical Craft Skills into the Scottish Technology Curriculum: A New Beginning or the Beginning of the End - Abstract by John DakersMaking Progress? A Discussion of the Concept of Progress in Relation to Design and Technology Education - Abstract by Steve KeirlGlobalisation of the Go: Implications for Design and Technology Education @ 2003 - Abstract by Steve KeirlThe Wow Factor - Textiles gets a Boost with CAD in the UK and Australia - Abstract by Rose Sinclair and Louise DuvernetInteraction, Dialogue and a Creative Spirit of Inquiry - Abstract by J. W. HamiltonTechnology Students' Views of Intelligence and the Implications for Classroom Practice - Abstract by Wendy J. DowIs there a Core of D&T Knowledge? - Abstract by Tim LewisDeyond Pro/DESKTOP Computer Aided Design (CAD): the Transfer of CAD-based Design Modelling Skills from Schools to Higher Education - Abstract by Tony Hodgson and Clare Allsop'It aint what you do it's the way that you do it' - Abstract by Tony Lawler and Martin HowlettThe Presentation of Systems Thinking in Support Materials for Secondary Design & Technology Pupils: A Review - Abstract by Torben SteegValuing Progression in Design and Technology Education - Abstract by Mike MartinElectronic Portfolios for Design and Technology. What if...? - Abstract by Andy MitchellGifted and Talented Pupils in Design and Technology at Key Stage Three - Abstract by Christine Arthingto
Using a published scheme for Key Stage 3 design and technology
Get PDFThis article details the way in which one school developed and implemented its Key Stage 3 curriculum by working from a published scheme - in this case the Nuffield materials. The account highlights:the importance of the departmental team establishing their own guiding aims and principles in advance of looking at the published materialsthe value of providing quality professional development for the teachers and quality time for planning and developmentthe importance of including, from the outset, implementing, monitoring and evaluating procedures in the agend
UK architects' approach to designing schools
Get PDFWhat do architects think when designing schools? How do they approach the problem of designing a learning environment? What understanding do they have of the educational process? There are many questions concerning school design and what approaches best identify the important elements when designing a school. This study explores the ways in which designers understand and influence learning environments. Architects providing specialist design services in educational settings were interviewed using a serni-structured forrnat. Project files were analysed as case studies to illustrate the reality of designing a school. This study recognises and explores the critical role of the designer as a rnediator of the requirements of regulators (government- Department of Education) and users (teachers). It emerges that procedural elernents of design are influenced by the values and educational understanding of the participants as well as by the regulations and approvals process. It is a role of great responsibility and can be a deciding factor in the success of the educational setting. Knowledge of what happens and how the school design systern is organised gives both designers and anyone related to designing a classroom a greater awareness of learning spaces
CAD/CAM - Now we've got it, what do we do with it?
Get PDFThis article sets out to explain how staff at Sawston Village College went about familiarising themselves with new CAD/CAM equipment. Hopefully, it contains some advice which may be helpful to those who may be considering the purchase of hardware and shows how activities may be planned and introduced to pupils in the first year. Some evaluation has been carried out and staff hope that observations and comments will help to shape further development within the units which have already been started and with pupils as they progress through the school
Reviews
Get PDFThe following publications have been reviewed by the mentioned authors; The School Can - reviewed by J CrockettGuidelines for global issues in technology - Reviewed by Sharon Hurley, reviewed by the Education and Training Team, Design CouncilSTEP Design and Technology: Electronics and control systems - reviewed by Chris SnellThe Meat in Your Sandwich - reviewed by Christine TwisletonNuffield Design and Technology 14-16 resources - reviewed by Selly Park Technology CollegeD&T Routes - reviewed by Marion RutlandAnalysing Design Activity - reviewed by Tony Lawle