Researching Design Learning: Issues and Findings from Two Decades of Research and Development: 34 (Contemporary Trends and Issues in Science Education)

Richard Kimbell, Kay Stables

ISBN 10: 1402090544 / ISBN 13: 9781402090547

Editore: Springer 27/09/2008, 2008

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Codice articolo 6545-9781402090547

Dati bibliografici

• Titolo: Researching Design Learning: Issues and Findings from Two Decades of Research and Development: 34 (Contemporary Trends and Issues in Science Education)
• Editore: Springer 27/09/2008
• Data di pubblicazione: 2008
• Lingua: Inglese
• ISBN 10: 1402090544
• ISBN 13: 9781402090547
• Rilegatura: Paperback
• Condizione: Very Good

Descrizione articolo

Riassunto

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?

Dalla quarta di copertina

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.