Creating Change? A Review of the Impact of Design and Technology in Schools in England
Creating Change? A Review of the Impact of Design and Technology in Schools in England
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创造改变？
DOI：
10.21061/jte.v15i2.a.4
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
M. Harris
中科院分区：
文献类型：
--
作者：
V. Wilson;M. Harris
简介与背景设计与技术在英国学校中的作用正在发生变化。政府的绿皮书《14-19：扩大机会，提高标准》（教育和技能部，2002年）预示了这些变化。该绿皮书建议，14-19岁的学生应采用更灵活的课程和更广泛的选择来接受教育和培训。从2002年9月开始，设计与技术（D&T）不再是14岁学生的必修科目，14岁标志着英国基础广泛的国家课程关键阶段3的结束。学生将有法定权利选择学习D&T科目，但在公认的非常拥挤的课程中，他们也有更多的自由选择他们选择的其他科目。预计这些变化将对学校的D&T服务产生重大影响。但D&T到底是什么？迄今为止，小学和中学是如何教授这门课的？它对学生产生了什么影响？这些是苏格兰教育研究委员会（SCRE中心）的研究人员在受英格兰教育和技能部（DfES）委托进行的文献综述中提出的一些问题。这篇文章是基于该评论（哈里斯和威尔逊，2003年）。在接下来的章节中，我们将介绍主要来自英国的关于D&T概念起源的研究证据，其独特的教育组成部分，以及它对英国课程的影响。这些发现在每一节的末尾进行了总结。审查的主要目的是寻找设计与技术（D&T）对英国学校影响的证据。研究发现，文献突出了以下问题：•D&T的概念•将D&T纳入英语学校国家课程的影响•研究证据的差距。
Introduction and Background The role of Design and Technology in schools in England is changing. These changes were heralded by the Government Green Paper 14–19: Extending Opportunities, Raising Standards (Department for Education and Skills [DfES], 2002), which proposed that education and training of 14–19year-olds should be delivered by a more flexible curriculum with a broad range of options. Beginning in September 2002, Design and Technology (D&T) is no longer a compulsory school subject from age 14: the age which marks the end of Key Stage 3 in the broadly-based National Curriculum in England. Students will have a statutory entitlement to opt to study D&T subjects, but also more freedom within what was recognized as a very crowded curriculum to select other subjects of their choice. It is anticipated that these changes will impact considerably on D&T provision in schools. But what exactly is D&T? How has it been taught in elementary and secondary schools to date and what impact has it had on pupils? These are some of the questions that researchers from the Scottish Council for Research in Education (SCRE Centre) addressed in a literature review commissioned by the Department for Education and Skills (DfES) in England. This article is based upon that review (Harris & Wilson, 2003). In the following sections, we present the research evidence mainly from the UK regarding the origins of the concept of D&T, its unique educational components, and the impact it has had on the curriculum in England. These findings are summarized at the end of each section. The main aim of the review was to search for evidence of the impact of Design and Technology (D&T) on schools in England. Literature was identified that highlighted issues relating to: • The concept of D&T • The effect of including D&T as part of the National Curriculum in English schools • Gaps in the research evidence.