TY  - BOOK
AU  - Kimbell,Richard
AU  - Stables,Kay
ED  - SpringerLink (Online service)
TI  - Researching Design Learning: Issues and Findings from Two Decades of Research and Development 
T2  - Science & Technology Education Library,
SN  - 9781402051159
U1  - 370 23
PY  - 2007///
CY  - Dordrecht
PB  - Springer Netherlands
KW  - EDUCATION
KW  - DESIGN AND CONSTRUCTION
KW  - EDUCATIONAL TESTS AND MEASUREMENTS
KW  - EDUCATION, HIGHER
KW  - EDUCATION (GENERAL)
KW  - HIGHER EDUCATION
KW  - DESIGN, GENERAL
KW  - ASSESSMENT, TESTING AND EVALUATION
N1  - 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
N2  - 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
UR  - http://dx.doi.org/10.1007/978-1-4020-5115-9
ER  -