News
Professor Ken Baynes 2009/2010 Seminar SeriesTuesday 27th April 2010
Seminar 4 Modelling and Society
'Models of change: the impact of 'designerly thinking' on people's lives and the environment'
1400 - 1800
Ben Pimlott Lecture Theatre
Modelling and Society [pdf]
To request further information and / or to register please click here
DATA Editorials
Footprints in Shifting Sands: Ten Years of Editorials From the DATA Journal
This new publication from the D&T Association brings together all 30 of Richard Kimbell's Editorials from his ten years as Editor of the DATA Journal, together with some reflective pieces from difference viewpoints in education. The book gives an interesting overview of the issues and developments in D&T over the period.
To order please contact DATA on 01789 470007
Researching Design Learning
Researching Design Learning
Issues and findings from two decades of research and development
Series: Science & Technology Education Library , Vol. 33
Kimbell, Richard, Stables, Kay
2006, Approx. 250 p., Hardcover
ISBN: 1-4020-5114-X
Available from Springer Publishing (www.springer.com)
About the book
Design & Technology evolved in the school curriculum from the mid 1960s. By the 1980s the subject had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. Richard Kimbell and Kay Stables worked together on that project, producing in 1991 the first seminal research report on learners' capability in design & technology.
Both Professors in the University of London, but with roots in the classroom, they have been driven to understand what it is that makes designing so effective as a learning vehicle. How does this active, concrete learning tradition enable cognitive and emotional growth? What influences bear upon this process; the teacher, the environment, the task, the learners themselves? Researching such questions, their concerns have integrated the conceptual, the practical and the pedagogic: their priority to understand and develop new and better modes of practice.
In 1990 they founded the Technology Education Research Unit (TERU) and since that date have undertaken projects sponsored by Research Councils, government departments, industry, charitable foundations and by professional organisations, working inside and beyond the UK.
This book summarises the lessons learned from these projects. The messages centres on the designing activity, on learning, teaching and assessment, and - more widely - on what can be learnt about the research process itself.
Written for:
Research students, the research community, teacher education, practising teachers, government agencies