Implications of missed opportunities for learning and assessment in design and technology education |
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| Institution: | 1. The Teaching and Educational Development Institute (TEDI), University of Queensland, St Lucia QLD 4072, Australia;2. Queensland University of Technology, Victoria Park Road, Kelvin Grove QLD 4059, Australia;1. Key Laboratory of Industrial Microbiology, Ministry of Education, College of Biotechnology, Tianjin University of Science & Technology, Tianjin, 300457, China;2. Tianjin Key Laboratory of Industry Microbiology, College of Biotechnology, Tianjin University of Science & Technology, Tianjin, 300457, China;3. Tianjin Key Laboratory for Modern Drug Delivery & High Efficiency, School of Pharmaceutical Science & Technology, Tianjin University, Tianjin, 300072, China;1. The Center of Cardiovascular Diseases at the First Hospital of Jilin University, Changchun 130021, China;2. KCHRI at the Department of Pediatrics, University of Louisville, Louisville, KY 40202, USA;3. Department of Ophthalmology, the Second Hospital of Jilin University, 218 Ziqiang Street, Changchun 130041, China;4. Department of Medicine, University of Louisville, Louisville, KY, USA;1. Institute of Toxicology, School of Public Health, Nanjing Medical University, Nanjing 211166, Jiangsu, PR China;2. The Key Laboratory of Modern Toxicology, Ministry of Education, School of Public Health, Nanjing Medical University, Nanjing 211166, Jiangsu, PR China;3. Department of Toxicology, School of Public Health, Guiyang Medical University, Guiyang 550004, Guizhou, PR China;1. Department of Geology and Geophysics, Indian Institute of Technology, Kharagpur, West Bengal, 721 302, India;2. Radiochemistry Division, Variable Energy Cyclotron Centre, BARC, Kolkata, West Bengal, 700 064, India;1. University of Portsmouth, United Kingdom;2. Brunel University, United Kingdom |
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| Abstract: | Supporting student learning can be difficult, especially within open-ended or loosely structured activities, often seen as valuable for promoting student autonomy in many curriculum areas and contexts. This paper reports an investigation into the experiences of three teachers who implemented design and technology education ideas in their primary school classrooms for the first time. The teachers did not capitalise upon many of the opportunities for scaffolding their students’ learning within the open-ended activities they implemented. Limitations of the teachers’ conceptual and procedural knowledge of design and technology were elements that influenced their early experiences. The study has implications for professional developers planning programs in newly introduced areas of the curriculum to support teachers in supporting learning within open-ended and loosely structured problem solving activities. |
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