Justification of the Dual-Phase Project-Based Pedagogical Approach in a Primary School Technology Unit
DOI:
https://doi.org/10.24377/DTEIJ.article2266Keywords:
project based approach, primary technology, cognitive apprenticeshipAbstract
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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