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,…

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…

Children often experience the influence of technology around them, but there is little emphasis placed on technology within a scientific education in Grundschule (primary schools) in Germany. One of the reasons for this could be a lack of research projects…

Both the concept of sustainable development and the nature of education for sustainable development (ESD) are highly contested. ESD can be construed as a part of sustainable development policy as governments attempt to bridge the ‘value-action gap’ between what we…

This paper explores the potential of ‘blurring the boundaries’ between art and design and design and technology with specific reference to ‘improving creativity’ in design and technology, as recommended in an
inspection report of secondary and primary schools in England…