Applying Laser Cutting Techniques through Horology for Teaching Effective STEM in Design and Technology

Autor/inn/en	Jones, Lewis C. R.; Tyrer, John R.; Zanker, Nigel P.
Titel	Applying Laser Cutting Techniques through Horology for Teaching Effective STEM in Design and Technology
Quelle	In: Design and Technology Education, 18 (2013) 3, S.21-34 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Lasers; Manufacturing; STEM Education; Teaching Methods; Time; Science Activities; Design; Student Developed Materials; Technology; Learner Engagement; Science Interests; Pedagogical Content Knowledge; Technological Literacy; Teacher Effectiveness; Experiential Learning; Problem Based Learning + Suchen Sie Ihr Suchwort? Laserlicht; Herstellung; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Zeit; Technologie; Pädagogische Kompetenz; Technisches Wissen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Experiental learning; Erfahrungsorientiertes Lernen; Problem-based learning; Problemorientiertes Lernen
Abstract	This paper explores the pedagogy underpinning the use of laser manufacturing methods for the teaching of science, technology, engineering and mathematics (STEM) at key stage 3 design and technology. Clock making (horology) has been a popular project in design and technology (D&T) found in many schools, typically it focuses on aesthetical design elements. This paper describes a new project, which has been developed to enhance the STEM content of a horology project through advanced utilisation of laser cutting machinery. It allows pupils to produce their own products from self-made mechanical timing mechanisms. The central aim is to strengthen the application of the underlying technology of mechanisms and the manufacturing capability of laser cutting technology in D&T. Trials with schools have shown success in gaining pupils' interest in STEM and provided feedback to improve the project. It has highlighted limits when delivering the engineering and maths content with teachers from non-technology backgrounds. The paper discusses this limitation through subject pedagogy, categorisation of teacher knowledge, and teaching effectiveness through experiential and problem-based learning approaches. (As Provided).
Anmerkungen	Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01