%0 Journal Article %1 2021 %A Stein, S. J. %A Mcrobbie, C. J. %A Ginns, I. S. %D 2002 %J Teaching and Teacher Education %K active-learning, assessment, case-studies, curriculum-development, design, file-import-09-02-13, problem-solving, teacher-professional-development, technology-education %N 1 %P 35-49+ %T Implications of missed opportunities for learning and assessment in design and technology education %U http://www.sciencedirect.com/science/article/B6VD8-44HSX3P-4/2/d7b7df046887e6801b68631cd8426426 %V 18 %X 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.

@article{2021, 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.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {Stein, S. J. and Mcrobbie, C. J. and Ginns, I. S.}, biburl = {https://www.bibsonomy.org/bibtex/254efde3ae54dc302d949484dfc495ca2/clachapelle}, citeulike-article-id = {4046575}, interhash = {4f259832d3ebd39a341d77c0368733c4}, intrahash = {54efde3ae54dc302d949484dfc495ca2}, journal = {Teaching and Teacher Education}, keywords = {active-learning, assessment, case-studies, curriculum-development, design, file-import-09-02-13, problem-solving, teacher-professional-development, technology-education}, number = 1, pages = {35-49+}, posted-at = {2009-02-13 21:46:27}, priority = {5}, timestamp = {2009-02-24T19:22:56.000+0100}, title = {Implications of missed opportunities for learning and assessment in design and technology education}, url = {http://www.sciencedirect.com/science/article/B6VD8-44HSX3P-4/2/d7b7df046887e6801b68631cd8426426}, volume = 18, year = 2002 }