Gilbert Ryle (1949) divided knowledge into “know that” and “know how”, which is neatly appealing to many design and technology educators, and like many writers on developing the curriculum, Kahney (1993) made a distinction between declarative knowledge:

verbal knowledge,…

2009, Autores: Jorge Blajos, Patrick Lavelle, Dalva M. da Mota, Lucia Pitalluga, Sergio Salles Filho, Jorge Irán Vásquez.

Currently, Draper Laboratory is in the development stages of a gliding autogyro airdrop system. The goal of the project is to design a platform capable of placing small, high value items into urban terrain. Theoretically, autogyros can achieve descent rates…

by Kimberly G. Waters., Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2002., Includes bibliographical references (p. 45-46).

Objective – Evidence based library and information services help to link best evidence with decision making in library practice. Current library and information science practice operates in both a knowledge and evidence-based environment. Health service librarians provide information services in…

by Esther S. Dutton., Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 1997., Includes bibliographical references (p. 78).

by Abbinav Taneja., Thesis (S.M.)--Massachusetts Institute of Technology, Technology and Policy Program; and, (S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000., Includes bibliographical references (leaves 115-116).

by Sherry L. Buschmann., Thesis (S.M.M.O.T.)--Massachusetts Institute of Technology, Sloan School of Management, Management of Technology Program, 2001., Includes bibliographical references (leaves 113-116).

This paper outlines reflections by two tutors in Initial Teacher Education on ways design and technology (D&T) has been included in cross-curricular modules at our institution. These modules were a new addition to our courses in response to a conviction…

Researchers in science education have converged on the viewthat argumentation can be an effective intervention for promoting knowledge construction in science classrooms.However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one…