Abstract
This chapter argues that reflection and action have been fundamental to design and technology education in England since its inception in 1988. It describes and exemplifies a pedagogy that can be used in different areas of study within the subject. The chapter then describes recent developments involving the revision of design and technology within the National Curriculum in England and their possible relationship to reflection and action. Finally, the chapter discusses the challenge of embedding pedagogy for reflection and action in authentic tasks and emphasizes the importance of any statutory requirements, including both action and reflection as key components of the subject.
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© 2014 John R. Dakers
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Barlex, D. (2014). Enabling Both Reflection and Action. In: Dakers, J.R. (eds) New Frontiers in Technological Literacy. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137394750_9
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DOI: https://doi.org/10.1057/9781137394750_9
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-38632-8
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