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摘要：This paper will discuss considerations on the way a pupil perceives and processes information, for design in terms of action, reflection and appraisal and for technology in respect to solutions to technological problems through the process of invention.

ative designs. Yet both strategies are required by the pupil in Key Stage 4 as the progress is always that both boys and girls work beyond their technological capability.
Despite the quality of School A's fuse tester being far superior to that of School B, the end result is the same; a device to test whether a fuse has blown. There cannot be many pupils that can be enthused about making a fuse tester. Electrical appliances are fairly reliable nowadays and a blown fuse is a rarity. The fuse tester will, more than likely, end up in the junk drawer with its battery robbed to power something else. A battery tester would have been a far more useful project altogether.
A somewhat more involved idea for a project would be to make a Peripheral Interface Controller (PIC) orientated project using the PICAXE PIC chip, a UK sourced microcontroller system that is a computer-on-a-chip which is used to control devices, a type of microprocessor that highlights self-sufficiency and cost-effectiveness.
Microcontrollers are exciting new electronic 'single chip computers' that are rapidly being used in industry and education. The 'PICAXE' system is an extremely powerful, yet low cost, microcontroller programming system designed to simplify educational and hobbyist use of microcontrollers (Picaxe, 2006)
These Interface Controllers are being used increasingly in schools for all kinds of projects: electronic dice, mobile phone ringtone generators, cyber pets, all kinds of alarms and sensors, simple electronic games or flashing LED circuits can be made. The possibilities are endless.
Although the pupils wouldn't understand 100% how the circuits work, this isn't necessary. There is sufficient scope for designing and making to fulfil the national curriculum requirements and, perhaps more importantly, to enthuse the pupils into wanting to complete them and take well deserved pride in their achievements. There is more potential for individualising these projects, where creativity could be fostered to offer the pupil high motivation, a positive progression and excellent achievement to encourage further education in the subject, and into Design and Technology in Key Stage 4.

Bibliography
Anning, A, Jenkins, E., Whitelaw, S. (1996) Bodies of Knowledge and Design Based Activities. In [Ed.] IDATER'96: International Conference of Design & Technology Education & Research & Curriculum Development. Loughborough University, UK
Atkinson, E.S. (1995) Approaches to Designing at Key Stage 4. University of Sunderland, UK
Denton, H.G. (1992) Towards maximising pupil endeavour: An enquiry into a learning approach centred on teamwork and stimulation in the context of Technology education. Unpublished Ph.D Thesis, Loughborough, UK. In Denton, H.G. (1993) The Design and Make Task (DMT): some reflections on the designing in schools. Dept. of Design & Technology, Loughborough University, UK
Denton, H.G. (1993) The Design and Make Task (DMT): some reflections on the designing in schools. Dept. of Design & Technology, Loughborough University, UK
Hill, B. (1996) Exploring the Process of Inventive Learning in Technology Education. In [Ed.] IDATER '96: International Conference of Design & Technology Education & Research & Curriculum Development. Loughborough University, UK
John, D., Boucouvalas, A. Multimedia Tasks and User Cognitive Styles. Mult本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。