Pedagogy for Technology Education in Secondary Schools: Research Informed Perspectives for Classroom Teachers

ISBN-13: 9783030415501 / Angielski / Miękka / 2021 / 344 str.

P. John Williams; David Barlex

Spis treści

An Introduction to Effective Pedagogies of Design and Technology Education; John Williams.- Technology Education: The Promise of Cultural-historical Theory for Advancing the field; Marilyn Fleer.- The case for Technology Habits of mind; Janet Hanson and Bill Lucas.- Making the Invisible Visible: Pedagogies Related to Teaching and Learning about Technological Systems; Jonas Hallström and Claes Klasander.- Maker Education: Opportunities and Threats for Engineering and Technology Education; Gerald van Dijk, Elwin Savelsbergh, & Arjan van der Meij.- Signature Pedagogies for Designing: A Speculative Framework for Supporting Learning and Teaching in Design and Technology Education; Kay Stables.- Pedagogies for Enabling the use of Digital Technology; Deborah Winn.- Developing a Pedagogy of Critiquing as a key Dimension of Design and Technology Education; Steve Keirl.- Question Think Learn: a Pedagogy for Understanding the Material World; B. von Mengersen, T. Wilkinson.- Pedagogy for Technical Understanding; Torben Steeg & David Hills-Taylor.- Capability, Quality and Judgement: Learners’ Experiences of Assessment; Richard Kimbell.- Technology Education Pedagogy: Enhancing STEM Learning; John G. Wells, & Didier Van de Velde, Waiting a Picture from Didier.- Teaching Problem Solving in the Digital Era; Moshe Barak.- Pedagogical Approaches to Vocational Education; John Williams.- Teaching Technology in “poorly resourced” Contexts; Mishack T Gumbo.- Pedagogy Involving Social and Cognitive Interaction Between Teachers and Pupils;  Niall Seery.- Philosophy of Technology for Children and Youth; S. Petrina.- Synoptic Review; David Barlex

O autorze

Dr David Barlex is an acknowledged leader in design & technology education, curriculum design and curriculum materials development. He taught in comprehensive schools for 15 years, achieving head of faculty positions in Science and Design & Technology before taking university positions in teacher education. He directed the Nuffield Design & Technology Project and was Educational Manager for Young Foresight. David is well known for his interest and expertise in developing curriculum materials that support pupil learning from a constructivist perspective. He uses this approach to develop young peoples’ ability to understand and critique the design decisions made by professional designers and those they make themselves in design & technology lessons. This informed the Nuffield Design & Technology publications, which have been widely used in the UK and since emulated abroad – in Russia, Sweden, Canada, South Africa, Australia, and New Zealand.

Professor P John Williams is the Director of the Science and Mathematics Education Centre at Curtin University in Perth, Western Australia, where he teaches and supervises research students in Technology Education. Apart from Australia, he has worked and studied in a number of African and Indian Ocean countries, in New Zealand, and in the United States. His current research interests include mentoring beginning teachers, PCK and electronic assessment of performance. He is the editor of the Australasian Journal of Technology Education, advisory editor of the International Journal of Technology and Design Education, series editor of the Springer Contemporary Issues in Technology Education series, and serves on the editorial board of five other professional journals. He has authored or contributed to over 220 publications, and in 2011 he was elected to the International Technology and Engineering Education Association’s Academy of Fellows for prominence in the profession.

Blurb

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks.

The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.