HAMAKER, T. and BLACKWELL, J., 2002. The design, development and implementation of cognitive acceleration through technology education (CATE). Design & Technology Association International Research Conference, 12-14 April, pp. 81-90
This paper outlines the design and development of a
cognitive intervention programme in design and technology
education to Key Stage 3 students in the United Kingdom.
Included is an interim evaluation of effects on students and
teachers. Data has been collected and analysed after two
years of the developmental programme. Use has been
• Piagetian Reasoning tasks as pre/post tests
• NFER Cognitive Ability Tests and end of Key Stage
3 assessments in order to monitor for far transfer
• a teacher interview technique to monitor teacher
attitudes towards the project.
The interim evaluation described in this paper suggests that
design and technology education has been enhanced at a
number of levels by the intervention programme and that
there is a little evidence that far transfer effects have