By John Eggleston
Read or Download Teaching and Learning Design and Technology: A Guide to Recent Research and Its Application (Continuum Studies in Research in Education) PDF
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Additional info for Teaching and Learning Design and Technology: A Guide to Recent Research and Its Application (Continuum Studies in Research in Education)
Science was chosen as the subject which might be taught through the use of a design and technology task, though this might equally have involved maths, art or another primary curriculum subject. Design and technology is unique in that it is often dependent on using the knowledge and understanding learnt in other curriculum subjects. It is a subject in which pupils 'draw together and apply knowledge and understanding from other curriculum areas when forming practical solutions' (QCA/DfEE, 1999).
This was followed by a challenge in which the children were given a battery length of wire and a bulb which they were asked to make light up. The children were introduced to their task - to design and make a torch, light or lamp. There was a general discussion about the occasions on which a torch or lamp might be used and by whom. The children listed the kind of things they would need to find out to make their torch and then investigated a variety of battery-operated torches and lights. The children went on to learn how to use battery holders, bulb holders and switches in a circuit.
The Design and Technology Association (DATA) has always supported the inclusion of the subject and its own review of the National Curriculum (1997) highlights the contribution of the subject to citizenship, literacy, numeracy, Information Communication and Technology skills (ICT) and in helping young people respect others' cultures and beliefs. OFSTED inspectors have identified its value in generating such enthusiasm, interest and enjoyment (OFSTED, 1996). From a survey covering eight long award-bearing courses for primary design and technology at the University of Central England in Birmingham (UCE), 96 per cent of the 149 teachers from seven LEAs who have attended such courses felt that the subject had great value and wanted it left in the curriculum (Benson and Johnsey, 1998) despite the areas of concern that the teachers still had over the implementation of the subject in their schools.