D&T

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'Fostering creativity in design and technology at Key Stage 3 (11-14 years).

Marion Rutland

This Guide focuses on research into the professional practices of secondary D&T teachers in fostering pupils' creativity in design and technology (D&T) at Key Stage 3. It is based on the research and findings for a PhD thesis (Rutland, 2005). The key research question was:

‘To what extent can teachers foster creativity in design and technology classrooms?’

Scott Bartholomew and Alison Hardy

Technology education in the United States encompasses a broad field that aims to develop students' technological literacy and capabilities. Some key points about technology education in the USA:

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Andrew Halliwell

In design and technology, assessment is as crucial as iterative design and critical product analysis. By using self- assessment and peer-assessment, design and technology teachers can make informed decisions about what skills and concepts to teach, and determine whether students are developing, consolidating, or have a secure grasp of their understanding and abilities. This guide focuses on the significance of two key assessment methods in design and technology: self-assessment and peer-assessment.

Richard Brown

Wei Long's (2020) research underscores the significant impact of hands-on learning experiences in promoting critical thinking among students, which is particularly relevant to the context of D&T education. There are other researchers that link this metacognitive skill as being synonymous with the subject of D&T, for example Rauscher and Badenhorst (2021).