000			03257nam a22004935i 4500
001			978-1-4020-5115-9
003			DE-He213
005			20251006084518.0
007			cr nn 008mamaa
008			100301s2007 ne | s |||| 0|eng d
020			_a9781402051159
020			_a99781402051159
024	7		_a10.1007/978-1-4020-5115-9 _2doi
082	0	4	_a370 _223
100	1		_aKimbell, Richard. _eauthor.
245	1	0	_aResearching Design Learning _h[electronic resource] : _bIssues and Findings from Two Decades of Research and Development / _cby Richard Kimbell, Kay Stables.
264		1	_aDordrecht : _bSpringer Netherlands, _c2007.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aScience & Technology Education Library, _x1572-5987 ; _v34
505	0		_aOur 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.
520			_aDesign & 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.
650		0	_aEDUCATION.
650		0	_aDESIGN AND CONSTRUCTION.
650		0	_aEDUCATIONAL TESTS AND MEASUREMENTS.
650		0	_aEDUCATION, HIGHER.
650	1	4	_aEDUCATION.
650	2	4	_aEDUCATION (GENERAL).
650	2	4	_aHIGHER EDUCATION.
650	2	4	_aDESIGN, GENERAL.
650	2	4	_aASSESSMENT, TESTING AND EVALUATION.
700	1		_aStables, Kay. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402051142
830		0	_aScience & Technology Education Library, _x1572-5987 ; _v34
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-5115-9 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c61141 _d61141