Pupils Identify Key Aspects and Outcomes of a Technological Learning Environment.

Yaron Doppelt, Moshe Barak

Research output: Contribution to journalArticlepeer-review

Abstract

Over the past two decades, the
contribution that a rich learning environment
makes toward attaining educational goals such
as improvement in learning achievements and
attitudes towards studies and school has been
considered in educational research (Fraser,
Giddings, & McRobbie, 1995; Fraser & Tobin,
1991; Perkins, 1992). The term rich learning
environment not only includes physical devices,
such as experiment kits or computers, but also
the teaching technique, the type of activity
pupils engage in, and the method of
assessment. Associating science and technology
studies with a rich, flexible, computerembedded learning environment may enable
pupils to attain higher academic achievements
and overcome their cognitive and affective
difficulties (Barak, Waks, & Doppelt, 2000).
The Creative Thinking and Technology
(CTT) program (Barak & Doppelt, 1998) was
developed for that purpose. The CTT
program’s main goal is to cultivate creative
thinking via project-based learning. The
program integrates creative thinking tools from
the CoRT 1 series of thinking tools (De Bono,
1986) within the technology curriculum
(Barak & Doppelt, 1999). The pupils create
authentic technological projects and prepare
portfolios that are used for assessing the
learning process. LEGO/Logo is attractive to
technology education, as previous works have
shown (Jarvela, 1995; Jarvinen, 1998;
Kromholtz, 1998; Papert, 1991; Resnick &
Ocko, 1991). The current research shows an
application of LEGO/Logo by using pupils’
authentic projects for learning technology as a
major subject in high school. This article
concentrates on the pupils’ perspective on the
preferred learning environment.
Original languageEnglish GB
Pages (from-to)22-28
Number of pages7
JournalJournal of Technology Studies
Volume28
Issue number1
StatePublished - 2002

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