Experiences of Design-and-Make Interventions with Indian Middle School Students

Autor/in	Khunyakari, Ritesh P.
Titel	Experiences of Design-and-Make Interventions with Indian Middle School Students
Quelle	In: Contemporary Education Dialogue, 12 (2015) 2, S.139-176 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/0973184915581916
Schlagwörter	Foreign Countries; Middle School Students; Experiential Learning; Problem Solving; Design; Technology; Curriculum Development; Grade 6; Urban Schools; Rural Schools; Student Motivation; Student Participation; Group Discussion; Freehand Drawing; Planning; Evaluation Methods; Observation; Student Attitudes; Prior Learning; Language Usage; Thinking Skills; Interaction; Peer Relationship; Imagery; Computation; Measurement; Spatial Ability; Visualization; India + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Technologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppendiskussion; Drawing; Zeichnen; Ablaufplanung; Planungsprozess; Beobachtung; Schülerverhalten; Vorkenntnisse; Sprachgebrauch; Denkfähigkeit; Interaktion; Peer-Beziehungen; Metaphorik; Messverfahren; Räumliches Vorstellungsvermögen; Visualisation; Visualisierung; Indien
Abstract	Enabling learning through meaningful classroom experiences has always been a challenge for teachers. Bringing about a balance of the "conceptual" and the "hands-on", along with contextual embeddedness in problem-solving situations, broadly characterises the experience of development and trials of three Design and Technology (D&T) education units reported here. D&T education is a novel contribution to the curriculum and is in alignment with the values and ideas put forward in the National Curriculum Framework (NCF) 2005 (NCERT, 2005), particularly the need for making appropriate connections across disciplines and fostering meaningful learning. The article describes the outcomes of a systematic effort to develop, implement and theorise D&T education pedagogy along with an emphasis on cognitive and curricular dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01