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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/27662

Title: The knowledge misalignment between engineering and secondary school technology education
Authors: Jones, Lewis C.R.
Keywords: STEM
Teacher knowledge
Secondary education
Issue Date: 2017
Publisher: Royal Academy of Engineering
Citation: JONES, L.C.R., 2017, The knowledge misalignment between engineering and secondary school technology education. Presented at the UK & Ireland Engineering Education Research Network Symposium 2017, Royal Academy of Engineering, London, 23 - 24 November.
Abstract: The majority of secondary school engineering education is delivered within Design and Technology. There is a misalignment between the background subject knowledge of these teachers and the subject knowledge of engineering. This paper presents key findings from the London Schools Excellence Fund Reference: LSEFR1210 study where teachers have difficulties in utilising science and math-based resources. This has implications for pupils’ receiving a desirable engineering education in school, which may be a factor in the number of pupils choosing to study engineering and technology beyond compulsory education.
Description: This is a conference paper.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/27662
Publisher Link: https://www.raeng.org.uk/events/list-of-events/2017/november/engineering-education-research-network-symposium-2
Appears in Collections:Conference Papers and Presentations (Mechanical, Electrical and Manufacturing Engineering)

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