Abstract
Learning to design through the activity of designing is a fundamental element of children’s experience in Design and Technology education in many countries across the world. In England, for example, the significance of designing has been reinforced through successive versions of the programmes of study outlined in the National Curriculum: children should be taught designing skills; they should be involved in designing and making assignments; and assessments of children’s performance should be made based on their capability in designing and making (DES/WO, 1990; DFE, 1995; DfEE, 1999).
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Lunt, J. (2011). Research into Primary-Aged Children’s Designing. In: Benson, C., Lunt, J. (eds) International Handbook of Primary Technology Education. International Technology Education Studies, vol 7. SensePublishers. https://doi.org/10.1007/978-94-6091-546-8_20
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DOI: https://doi.org/10.1007/978-94-6091-546-8_20
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