Justification of the Dual-Phase Project-Based Pedagogical Approach in a Primary School Technology Unit

Authors

  • Michael Drain Victoria University of Wellington, New Zealand

DOI:

https://doi.org/10.24377/DTEIJ.article2266

Keywords:

project based approach, primary technology, cognitive apprenticeship

Abstract

This research paper describes the use of the Cognitive Apprenticeship (CA) framework to analyse the practices of teacher and students observed during a technology unit. Twenty three children aged 9-10 years were involved in the research and they were taught in a standard classroom. The analysis provides evidence that a twophase project-based approach was an effective way to implement a technology unit with this primary schoolclass.

Downloads

Published

2010-02-17

Issue

Vol. 15 No. 1 (2010): Design and Technology Education: An International Journal

Section

Research

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.