Book chapter 2011

DISPOSITIONS AS EXPLICIT LEARNING GOALS FOR ENGINEERING AND TECHNOLOGY EDUCATION

International Technology Education Studies
Journal · Vol. 6 · pp. 89-102
Abstract

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Author Affiliations
Centre for Science and Technology Education Research, University of Waikato, Hamilton, WKO, New Zealand, Edith Cowan University, Perth, WA, Australia
Funding & Acknowledgements
No funding information
References 10 References
1 Criteria for Accrediting Engineering Programs, (2001)
2 Claxton, Guy L., A framework for teaching learning: The dynamics of disposition, Early Years, 24, 1, pp. 87-97, (2004)
3 Courtney, Cazden, A pedagogy of multiliteracies: Designing social futures, Harvard Educational Review, 66, 1, pp. 60-92, (2005)
4 Assessing and Reporting on Habits of Mind, (2000)
5 Evolving Self A Psychology for the Third Millennium, (1993)
6 Defining Technological Literacy, (2006)
7 Use of Lateral Thinking, (1967)
8 South Australian Curriculum Standards and Accountability Framework Sacsa, (2001)
9 Human Nature and Conduct, (1922)
10 Approaches to Teaching, (1986)
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Document Identifiers
  • EID 2-s2.0-105003158641
  • Language English