Design and Technology Education (LJMU)
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Blurring the Boundaries or Muddying the Waters?
Get PDFThis paper outlines reflections by two tutors in Initial Teacher Education on ways design and technology (D&T) has been included in cross-curricular modules at our institution. These modules were a new addition to our courses in response to a conviction by tutors that crosscurricular teaching and learning in primary schools is important for children’s education and well being. We felt that this approach would support a move towards a more creative curriculum. Often we found that students were unfamiliar with cross-curricular teaching and learning and we discuss how we have been developing strategies and pedagogies to support their understanding of this approach. We are convinced that, in order to raise the status of D&T there is a need to provide exciting and relevant contexts for learning subject specific knowledge and skills, as well as those which cross curricular boundaries
Analysing Cases in Technology and Design Education: How could designing and making technological products be a vehicle for enhancing understanding of natural science principles?
Get PDFKnowledge Promotion is the recent curriculum for the Norwegian 10-year compulsory school. Technology and Design (ToD) is a new main subject area in Natural Science. ToD should be taught across the curriculumbetween Natural Science, Art and Crafts, and Mathematics. The main goal is that pupils should be able to plan, develop and make useful products. The interaction between natural science and technology is a key part of this main subject area. Natural science principles constitute the basis for understandingtechnological activities. The present analyses of ToD education is based on case studies in three schools. The main outcome is that the actual ToD-project seems successful in developing pupils’ skills in designing and making products, and has great potential to be a vehicle for enhancing understanding of adequate natural science principles. If carefully planned, this conclusion might be generalized to other ToD-projects
Adapting a Curriculum Unit to Facilitate Interaction Between Technology, Mathematics and Science in the Elementary Classroom: Identifying Relevant Criteria
Get PDFCalls for the integration of subjects continue to emanate from a wide range of professional bodies, including governments and subject associations. Yet as some authors suggest, blurring the boundaries between subjects may be one of the most daunting tasks educators face. The authors have recently begun a research study that will investigate the extent to which (a) relevant mathematics and science can be made explicit in a technology curriculum unit, (b) pupils utilise this mathematics and science learning, and (c) pupils\u27 ability to design is enhanced by making the mathematics and science explicit and useful. This paper reports the results of Phase 1 of the study: an examination of research literature in order to identify criteria to inform the re-writing of an existing technology curriculum (to be used as a research instrument) that previously did not make explicit embedded mathematics and science concepts. Our reading of the literature has identified two essential criteria that must be met during the re-writing: (a) protecting the integrity of the subjects and (b) identifying the nature and purpose of the intended learning
Blurring the Boundaries – STEM Education and Education for Sustainable Development
Get PDFBoth the concept of sustainable development and the nature of education for sustainable development (ESD) are highly contested. ESD can be construed as a part of sustainable development policy as governments attempt to bridge the ‘value-action gap’ between what we know we should be doing (e.g. to combat climate change) and what we actually do. Alternatively sustainability can be construed as a ‘frame of mind’; within this paradigm ESD is seen as a way of bringing to the surface underlying values and beliefsthrough the exploration of contradictions and arguments. STEM (Science, Technology, Engineering and Mathematics) education is equally contested. At one end it is seen as a pre-vocational learning or even training to encourage students to pursue science and maths in particular en route to professional work in engineering and technology. ‘Successful’ STEM is then measured in take-up of certain subjects Post-16 or at tertiary level, or in terms of attitudes towards engineering and technology. Conversely, STEM can be seen as an entitlement to learn in a different way, in which the boundaries between the component subjects of STEM become blurred and learners are encouraged to develop transferable skills and knowledge and themetacognitive skills that enable this transfer to be used creatively. In this paper the author examines how teachers can plan for a creative interaction between ESD within the ‘frame of mind’ approach, and STEM education as a metacognitive entitlement. It argues that current curriculum reforms in England1 offer unprecedented opportunities for design and technology teachers to extend student engagement andlearning beyond the prescribed Design and Technology (D&T) curriculum thereby enhancing creativity and critical reflection. Using sustainability contexts for STEM activities might provoke critical discourse within schools and their wider communities, thereby creating new opportunities for ESD
Preferential Learning Styles as an Influencing Factor in Design Pedagogy
Get PDFDesign is a discipline which involves many domains, skills and professions. Design practice in Technology education1 in the Irish second level (high school) context is not a representation of the professional realm of design. Design education in the Irish second level system is generally structured on a linear design process and associated assessment criteria. Both the linear process and assessment criteria are stifling creative design outcomes. In an attempt to improve design teaching and learning, and thus students design ability, consideration of students preferred mode of learning has been investigated. Educators have attempted to improve instruction through the influential adaptation of pedagogy intervention in the context of learning and cognitive styles of students (Cook 2008). This paper addresses the need for a strategic approach to design pedagogy to be established within the Irish second level education system, with reference to student’s preferential learning styles (PLS). The findings of the study identify the test cohort’s preferential learning styles. It also reveals significant differences in school types and contrary to initial hypotheses some surprising findings. The preferential learning styles will be one of the prime considerations in meeting the requirement of best practice design pedagogy, where there is a “compatibility of his or her learning style and the instructor’s teaching style” (Felder and Silverman, 1988, p.674)
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Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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