Future engineers: the intrinsic technology motivation of secondary school pupils

The supply of students motivated to study engineering in higher education is critical to the sector. Results are presented from the ‘Mindsets STEM Enhancement Project’. Fifty-seven new resources packs, designed to improve STEM education in Design and Technology, were given to schools across London. A modified Intrinsic Motivation Inventory questionnaire measured pupils’ (n = 458) motivation towards technology. The results show that although pupils have positive reactions to the technology content within Design and Technology lessons, the type of STEM resources and lessons created through the project had made no significant difference on pupils’ interest/enjoyment towards technology. This suggests standalone resources do not improve pupil motivation. The impact of this work to engineering higher education is that the existing levels and the inability to improve pupil motivation in technology at school could be a factor affecting the pursuit of a technology or engineering related education or career

London Schools Excellence Fund: Final Report: Enhancing the teaching of STEM through Design and Technology

London Schools Excellence Fund: Final Report: Enhancing the teaching of STEM through Design and Technolog

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

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 nontechnology backgrounds. The paper discusses this limitation through subject pedagogy, categorisation of teacher knowledge, and teaching effectiveness through experiential and problem-based learning approaches

Current practice and future needs in Design and Technology in the secondary sector

Implementation of the National Curriculum Key Stage 3 has been underway since the autumn of 1990. Key Stage 4 will be phased in from the autumn of 1993. Some schools and colleges in the secondary sector are adapting to the new demands, while others are still planning, or just waiting. This paper attempts to summarise the situation as viewed by teachers who responded to a survey conducted in the spring of 1991. The survey focussed on four areas of interest: * organisation; * Curriculum; * planning; * in-service training. It was carried out by analysis of a questionnaire largely based on National Curriculum documents. The questionnaires were completed by Heads of Faculty or Department in the broad range of secondary schools and colleges in the Leicestershire Education Authority

Teaching engineering to non-engineering teachers [slideshow presentation]

Teaching engineering to non-engineering teachers [slideshow presentation