Researching Design Learning: Issues and Findings from Two Decades of Research and Development: Contemporary Trends and Issues in Science Education, cartea 34
Autor Richard Kimbell, Kay Stablesen Limba Engleză Hardback – 8 oct 2007
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.
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Specificații
ISBN-13: 9781402051142
ISBN-10: 140205114X
Pagini: 344
Ilustrații: XIV, 326 p.
Dimensiuni: 155 x 235 x 32 mm
Greutate: 0.66 kg
Ediția:2007
Editura: SPRINGER NETHERLANDS
Colecția Springer
Seria Contemporary Trends and Issues in Science Education
Locul publicării:Dordrecht, Netherlands
ISBN-10: 140205114X
Pagini: 344
Ilustrații: XIV, 326 p.
Dimensiuni: 155 x 235 x 32 mm
Greutate: 0.66 kg
Ediția:2007
Editura: SPRINGER NETHERLANDS
Colecția Springer
Seria Contemporary Trends and Issues in Science Education
Locul publicării:Dordrecht, Netherlands
Public țintă
ResearchCuprins
Our Philosophical Position.- Capability: A Philosophical Position.- Learning and Teaching: A Philosophical Position.- Assessment: A Philosophical Position.- Research: A Philosophical Position.- The Projects.- APU Design & Technology.- Further Performance Assessment.- Continuing Fundamental Research.- Public Policy Research.- Evaluating Curricular Initiatives.- Emerging Issues And Understandings.- Processes, Activities and Tasks.- Learning and Teaching.- Assessing Performance.- Learner Differences.- Research Methodology.- Concluding Reflections.
Recenzii
From the reviews:
"The new Kimbell and Stables book … deals with technology education only. … I would like to recommend … warmly to all researchers in technology education. … There are three Parts. In Part 1 the underlying philosophical position of the research group is explained. Part 2 consists of project descriptions. Part 3 discusses ‘emerging issues and understanding’. … can be seen as milestones in the (relatively short) history of technology education research. … excellent contributions to their respective book series." (Marc de Vries, International Journal of Technology and Design Education, Vol. 18, 2008)
"The new Kimbell and Stables book … deals with technology education only. … I would like to recommend … warmly to all researchers in technology education. … There are three Parts. In Part 1 the underlying philosophical position of the research group is explained. Part 2 consists of project descriptions. Part 3 discusses ‘emerging issues and understanding’. … can be seen as milestones in the (relatively short) history of technology education research. … excellent contributions to their respective book series." (Marc de Vries, International Journal of Technology and Design Education, Vol. 18, 2008)
Textul de pe ultima copertă
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.
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.
Caracteristici
A unique, issues-based account of research in design learning Active learning processes explored and explained through multiple case studies A practical, useable guide to research processes