Dilemmas and opportunities of a new curriculum: Design and technology with Young Children
Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domain...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
1994 |
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| Umfang: |
23 |
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| Reproduktion: |
Springer Online Journal Archives 1860-2002 |
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| Übergeordnetes Werk: |
in: International journal of technology and design education - 1990, 4(1994) vom: Feb., Seite 155-177 |
| Übergeordnetes Werk: |
volume:4 ; year:1994 ; month:02 ; pages:155-177 ; extent:23 |
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NLEJ194457982 |
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| 520 | |a Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. | ||
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(DE-627)NLEJ194457982 DE-627 ger DE-627 rakwb eng Dilemmas and opportunities of a new curriculum: Design and technology with Young Children 1994 23 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 4(1994) vom: Feb., Seite 155-177 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:4 year:1994 month:02 pages:155-177 extent:23 http://dx.doi.org/10.1007/BF01204545 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 4 1994 2 155-177 23 |
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(DE-627)NLEJ194457982 DE-627 ger DE-627 rakwb eng Dilemmas and opportunities of a new curriculum: Design and technology with Young Children 1994 23 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 4(1994) vom: Feb., Seite 155-177 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:4 year:1994 month:02 pages:155-177 extent:23 http://dx.doi.org/10.1007/BF01204545 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 4 1994 2 155-177 23 |
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(DE-627)NLEJ194457982 DE-627 ger DE-627 rakwb eng Dilemmas and opportunities of a new curriculum: Design and technology with Young Children 1994 23 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 4(1994) vom: Feb., Seite 155-177 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:4 year:1994 month:02 pages:155-177 extent:23 http://dx.doi.org/10.1007/BF01204545 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 4 1994 2 155-177 23 |
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(DE-627)NLEJ194457982 DE-627 ger DE-627 rakwb eng Dilemmas and opportunities of a new curriculum: Design and technology with Young Children 1994 23 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 4(1994) vom: Feb., Seite 155-177 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:4 year:1994 month:02 pages:155-177 extent:23 http://dx.doi.org/10.1007/BF01204545 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 4 1994 2 155-177 23 |
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(DE-627)NLEJ194457982 DE-627 ger DE-627 rakwb eng Dilemmas and opportunities of a new curriculum: Design and technology with Young Children 1994 23 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. Springer Online Journal Archives 1860-2002 Anning, Angela oth in International journal of technology and design education 1990 4(1994) vom: Feb., Seite 155-177 (DE-627)NLEJ188988505 (DE-600)2016164-5 1573-1804 nnns volume:4 year:1994 month:02 pages:155-177 extent:23 http://dx.doi.org/10.1007/BF01204545 GBV_USEFLAG_U ZDB-1-SOJ GBV_NL_ARTICLE AR 4 1994 2 155-177 23 |
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Dilemmas and opportunities of a new curriculum: Design and technology with Young Children |
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Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. |
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Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. |
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Abstract The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of ‘practical intelligence’. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization. Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. |
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