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

Authors

  • Michael Drain Victoria University of Wellington, New Zealand

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.

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Published

2010-02-17

How to Cite

DRAIN, M. Justification of the Dual-Phase Project-Based Pedagogical Approach in a Primary School Technology Unit. Design and Technology Education: An International Journal, [S. l.], v. 15, n. 1, p. 7–14, 2010. Disponível em: https://openjournals.ljmu.ac.uk/DesignTechnologyEducation/article/view/2266. Acesso em: 21 dec. 2024.

Issue

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

Section

Research

License

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

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