Help with Solving Technological Problems in Project Activities

Autor/inn/en	Herold, Jean-Francois; Ginestie, Jacques
Titel	Help with Solving Technological Problems in Project Activities
Quelle	In: International Journal of Technology and Design Education, 21 (2011) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-009-9106-8
Schlagwörter	Foreign Countries; Technology Education; Active Learning; Problem Based Learning; Problem Solving; Student Projects; Teaching Methods; Educational Strategies; Science Course Improvement Projects; Educational Practices; Cognitive Style; Learning Strategies; Student Improvement; Instructional Improvement; France + Suchen Sie Ihr Suchwort? Ausland; Technisch-naturwissenschaftlicher Unterricht; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Bildungspraxis; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtsqualität; Frankreich
Abstract	In France, project activities figure predominantly in technology education. The general idea behind learning based on project activity is to allow the pupil to get involved in the activity in question, with the pupil tackling real situations rather than ones of an abstract nature. But too often, we notice that the pedagogical strategies used by teachers in project activities are not particularly effective from a learning point of view. What must be done in order to render project work in technology teaching genuinely effective? In this article, we make the following suggestion: if specific help, based on the pupil's level of understanding of the activity relating to technologically based problem solving in project work, is made available by the teacher, then project activity can become much more effective from a learning point of view. By using situations highlighting project activities in the technology teaching domain, we analyse the knowledge used by pupils. We then present the specific help used by the teacher as well as the resulting effects upon student activity. We highlight the fact that if specific help conceived as a result of analysing student activity is put in place, the pupil learns more effectually. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10