Doing: Skills, knowledge, and understanding in conceptual, theoretical, and practical Contexts

Morrison-Love, D. (2023) Doing: Skills, knowledge, and understanding in conceptual, theoretical, and practical Contexts. In: Gill, D., Irving-Bell, D., McLain, M. and Wooff, D. (eds.) The Bloomsbury Handbook of Technology Education. Bloomsbury, pp. 122-135. ISBN 9781350238411 (doi: 10.5040/9781350238442)

Abstract

Doing sits at the very heart of technology education. It is fundamental. To omit doing is to tell only half of the story of technology education and, in practice, would limit pupils to learning about technology, rather than learning to become technologists. Doing, however, is a very broad notion and could be understood in any number of ways. For example, the very agency that pupils and teachers bring to a technology classroom—or any classroom for that matter—comprises forms of doing. When pupils undertake desk research into different material properties to make design decisions, they are, arguably, cognitively engaged in the act of doing things. The risk here, it seems, is that the notion of doing might be so broad as to tell us nothing meaningful about learning in technology education. A fundamental aim of this chapter is therefore to understand “doing” in the context of this subject area, its conceptualization in curricula, and ultimately its role in shaping how pupils think, understand, and become more technologically capable in the technology classroom.

• Item Type: Book Sections
• Status: Published
• Glasgow Author(s) Enlighten ID: Morrison-Love, Dr David
• Authors: Morrison-Love, D.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB1501 Primary Education; L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools; L Education > LB Theory and practice of education > LB2361 Curriculum
• College/School: College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Research Group: University of Glasgow Educational Assessment Network
• Publisher: Bloomsbury
• ISBN: 9781350238411
• Published Online: 27 February 2023
• Copyright Holders: Copyright © 2023 David Gill, Dawne Irving-Bell, Matt McLain, and David Wooff and contributors
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher