英语论文网

nderstanding on how each idea could or could not be manufactured by the available resources; the time available; and the knowledge of the pupils manufacturing capability.
Whilst the interventionist mode a faster pace is dictated, not much time was spent on the design, it was draw initial ideas and straight to manufacturing. Very few detailed sketches and their development took place, the project development took place during the manufacturing. Pupils tended to get out of their depth with their technological ability, and showed that here the pupil lost ownership of their idea to the teacher. At this point even capable pupils would be waiting for further instruction as the next step was beyond their capability, which resulted in the teacher becoming frustrated with the pupil's demands.
Regardless of which teaching strategy was adopted the findings confirm that of Atkinson (1995, p.40) at the projects start they both followed a similar pattern. The project was explained, then work began on the specifications and analysis of research required. It was observed that girls were at ease working in a reflective, evaluative research and analysis phase, whilst a large number of the boys were intent on looking forward, past this important design period, on to the manufacturing period ahead.
In respect to the assessment of Big Pictures and Small Steps the process of control and achievement of the pupil by the teacher. Observed over the duration of the project it proves that the creative thinking and project management of Small Steps in School A was clearly passed on to the pupils, as opposed to the linear model of Big Pictures used in School B, yet on an individual level, pupils being offered a combination of both processes produced 'Good' designing capabilities.
From the undertaking of the time constrain test the results confirmed the findings of Lawler (1999) in that a large proportion of the boys achieved better results when the project was introduced through Big Picture designing, and that a large proportion of the girls achieved better results when the project was introduced through Small Step designing.
It was interesting to see a confirmation of data as found by Lawler (1999, p.136) in that the boys did better with a Big Picture designing approach rather than Small Steps, yet girls were spread more evenly between the two.

Conclusions & Recommendations
It is clear through this investigation that to answer the question of: can we promote more interest in Design & Technology by having more relevant projects, the answer is yes.
Teaching of Design & Technology, like most creative subjects, has to be lead by the industry in the real world. The methods of design: from the initial concept, through development to the client, is an important area that cannot be ignored. The various materials and structures that are used in modern construction have to be described, discussed and evaluated to inform the pupil. For without the correct delivery and strategies adopted, progression with Design and Make is slow and inhibited.
Neither, the Collaborative or the Interventionist strategies allow pupils to develop valid approaches to designing, where both compromise progress in different ways. The former being slow with great detail in the process at the expense of well designed outcomes, and the latter being all speed at the expense of development, and complete innov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。