Case Studies: Cognitive Intervention Strategies in Technology Education at Key Stages 3 and 4

A perceived and real gender imbalance across Design and Technology fields (Ofsted subject reports 1996-2002, Design and Technology Association Journal articles 2000-2002) provided the impetus to develop this research domain. This study, with Tony Hamaker (independent educational adviser), explores the role and potential of cognitive intervention strategies in improving teaching practices. The research drew upon a sample size in excess of 700 from three large secondary schools. The collation and subsequent analysis was reviewed and accepted through an international peer review of long paper proposals all focused upon design and technology in the world arena. The research has produced indicators of effective teaching practice used to inform curriculum developers in schools (The Ridgeway School, Swindon; Eltham Hill School, Greenwich) and local education authorities (Lewisham, Greenwich, Swindon and Newport). The paper has provided the means to prompt whole department engagement in learning and teaching issues in schools not directly involved in the research (Richmond and Sunderland local authorities). The literature review, feedback from the conference and participant schools indicated that linking the subject area with the wider ‘thinking skills' debate enabled new approaches to emerge. Embedding ‘thinking skills' and cognitive enhancement within a subject bound had been prompted by M. Shayer and P. Adey (SERC-funded project, 1984-1987): doing so with Design and Technology was believed to present different challenges to what had gone before. The findings supported this