This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education.
The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Each chapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.
Arvustused
This is an excellent book that has been published to encourage and engage teachers in research informed practice. this is a well-balanced book that provides a basis and focal point for up-to-date research informed practice. I recommend this book for design and technology practitioners who are interested in academic research and the structure it needs to take to ensure it is valid and reliable. (Jason Davies, Design and Technology Education, Vol. 22 (3), December, 2017)
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2 Ideas About Design: Towards Appropriate Pedagogy for Teaching Design at the School Level |
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5 | (18) |
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3 Fostering Deep Learning and Critical Thinking Amongst Net Generation Learners |
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23 | (16) |
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4 A Case Study on Problem-Solving Based on a Design Process in a Middle School Invention Class |
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39 | (12) |
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5 CAD and Creativity at Key Stage 3 |
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51 | (16) |
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6 Mixed Media Modelling of Technological Concepts in Electricity |
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67 | (22) |
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7 Difficulties in Teaching and Learning Sectional Drawing in a University Based in the Eastern Cape, South Africa |
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89 | (16) |
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8 Let's Get Kids Talking in Technology: Implications for Teachers |
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105 | (20) |
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9 Teaching Bioethics: The Intersection of Values and the Applications that Advances in Technology Make Possible |
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125 | (18) |
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10 Exploring the Role of Professional Learning Communities in Supporting the Identity Transition of Beginning Design and Technology Teachers |
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143 | (18) |
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11 Technology Education Teachers' Professional Development Through Action Research |
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161 | (20) |
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12 Technology Education: Education for Enterprise (E4E) in New Zealand (A Connected Curriculum) |
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181 | (14) |
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Dr David Barlex is an acknowledged leader in design & technology education, curriculum design and curriculum materials development. He taught in comprehensive schools for 15 years, achieving head of faculty positions in Science and Design & Technology before taking university positions in teacher education. He directed the Nuffield Design & Technology Project and was Educational Manager for Young Foresight. David is well known for his interest and expertise in developing curriculum materials that support pupil learning from a constructivist perspective. He uses this approach to develop young peoples ability to understand and critique the design decisions made by professional designers and those they make themselves in design & technology lessons. This informed the Nuffield Design & Technology publications, which have been widely used in the UK and since emulated abroad in Russia, Sweden, Canada, South Africa, Australia, and New Zealand. Professor P John Williams is the Director of the Science and Mathematics Education Centre at Curtin University in Perth, Western Australia, where he teaches and supervises research students in Technology Education. Apart from Australia, he has worked and studied in a number of African and Indian Ocean countries, in New Zealand, and in the United States. His current research interests include mentoring beginning teachers, PCK and electronic assessment of performance. He is the editor of the Australasian Journal of Technology Education, advisory editor of the International Journal of Technology and Design Education, series editor of the Springer Contemporary Issues in Technology Education series, and serves on the editorial board of five other professional journals. He has authored or contributed to over 220 publications, and in 2011 he was elected to the International Technology and Engineering Education Associations Academy of Fellows for prominence in the profession.
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