AccueilPlurality and Complementarity of Approaches in Design and Technology Education

Plurality and Complementarity of Approaches in Design and Technology Education

Plurality and Complementarity of Approaches in Design and Technology Education

*  *  *

Publié le jeudi 02 avril 2015 par Céline Guilleux


Du 7 au 10 avril, l’École supérieure du professorat et de l'éductation d’Aix-Marseille et le laboratoire de recherche « Aprentissage, didactique, évaluation, formation » organisent le colloque PATT 29 autour du thème « Plurality and Complementarity of Approaches in Design and Technology Education ». PATT (Pupil’s Attitudes Towards Technology) est une association internationale basée aux Pays-Bas. Ses missions sont de promouvoir la recherche en enseignement de la technologie et de mettre en relation des enseignants, des chercheurs et des professionnels dans le domaine de l’enseignement technologique.



Du 7 au 10 avril, l’ESPE d’Aix-Marseille et le laboratoire de recherche ADEF organisent le colloque PATT 29 autour du thème « Plurality and Complementarity of Approaches in Design and Technology Education ».

PATT (Pupil’s Attitudes Towards Technology) est une association internationale basée aux Pays-Bas. Ses missions sont de promouvoir la recherche en enseignement de la technologie et de mettre en relation des enseignants, des chercheurs et des professionnels dans le domaine de l’enseignement technologique.

Depuis sa création en 1985, PATT organise chaque année l’une des rares manifestations scientifiques qui rassemblent des professionnels de l’enseignement technologique venant du monde entier.


Mardi 7 avril

9h30-10h Welcome of the participants – Coffee

10h-11h Opening statements

  • Pr. Jacques Ginestié, directeur de l’ESPE et directeur d’ADEF
  • Pr. Marc De Vries, directeur de l’association PATT
  • Pr. Yvon Berland, président d’Aix-Marseille Université
  • Pr. Bernard Beignier, recteur de l’académie d’Aix-Marseille

11h-13h Session chaired by Steve Kierl

  • Affinity for technology – A potential instrument to measure pupils’ attitude towards technology?, Karin Güdel (University of Applied Sciences, Basel, Switzerland), Anni Heitzmann (University of Applied Sciences, Bern, Switzerland), Mueller Andreas (University of Geneva, Switzerland)
  • How do male and female secondary students’ attitudes towards technology evolve?, Jan Ardies, Sven De Maeyer, David Gijbels (University of Antwerp, Belgium)
  • Opportunities to grow and sustain technology and engineering education in the US, Edward M. Reeve (Utah State University, Logan, USA)
  • The Girls who succeed within higher technical education – Why do they choose and who are they? Four profiles emerge through the use of cluster analysis, Susanne Engström (Uppsala University, Sweden)

13h-14h Lunch

14h-16h30 Session chaired by John Ritz

  • STEM – Calculate & controls robots: hands-on mathematics and technology, Yair Zadok (College for Academic Studies Or Yehuda, Israel),
  • Assessment of technology in early childhood and lower primary school using dimensions of learning, Wendy Fox-Turnbull (University of Canterbury, New Zealand),
  • Reflective writing for design & technology: shifting the focus from justification to critique, Belinda von Mengersen (National School of Arts Australian Catholic University, Australia),
  • The relationship between primary school technology & engineering camp participation and the likelihood of pursuing future education in technology & engineering related subject, Len Litowitz (Millersville University of Pennsylvania, USA),
  • Pupil visions of a robot future, David Barlex (Education consultant, London, England)

16h30-16h45 Coffee break

16h45-18h45 Session chaired by Edward M. Reeve

  • Four Teacher Profiles within Technology Teaching, Susanne Engström, Johnny Hager (Uppsala University, Sweden)
  • Visions for technology education in Malta, brief history and current issues, Carmel Navarro, Sarah Pule (University of Malta, Malte)
  • Facts for youngsters – Contextualised technology or fragmented artefacts? A study on portrayals of technology in picture books from a gender perspective, Cecilia Axell (Linköping University, Norrköping, Sweden), Johan Boström (Linnaeus University, Sweden)
  • Pupil’s perceptions of design & technology education in England and Wales: emergent findings, David Wooff (Edge Hill University, UK), Dawne Bell (Edge Hill University, UK), Matt McLain, Mike Martin (Liverpool John Moore’s University, UK)

16h45-18h45 Session chaired by Gene Martin

  • Manahi’s red chocolate sunglasses: the impact of a learning experience outside the classroom on a five-year-old student’s technological practice, Louise Milne (University of Waikato, New Zealand)
  • The purpose of technology education in preschool – Swedish preschool staff’s descriptions, Pernilla Sundqvist, Tor Nilsson, Peter Gustafsson (Malardalen University, Sweden)
  • Mapping young pupil’s attitudes and capabilities in design & technology, Tony Lawler (Goldsmiths London University, England), Kim Olliff-Cooper (King Alfred School London, England)
  • Focusing on a specific learning content in primary technology education, Eva Björkholm, Nina Kilbrink (KTH Royal Institute of Technology, Sweden)

Mercredi 8 avril

8h30-10h30 Session chaired by Jan Ardies

  • Education for sustainable development within textile technology: a case study of two schools, Sarah Davies (Nottingham Trent University, England), Yvette Hail (Colonel Frank Seely School, Nottingham, England)
  • First practical step to achieve education for sustainable development (ESD) in the context of Thailand's design education: exploring a transformative pedagogical approach, Treechada Chotiratanapinun (University of London, England)
  • Technology education in the new curriculum of the Republic of Burundi: changes and constraints, Joël Lebeaume (Université Paris Descartes, France)
  • Industrial technology & engineering sciences in France – The diciplinarisation process and its impact on technology education, Christian Hamon, Joël Lebeaume (Université Paris Descartes, France)

8h30-10h30 Session chaired by Magnus Hultén

  • Technological experiments in technology education, Per Norström (KTH Royal Institute of Technology, Stockholm, Sweden)
  • Where do design insights come from and how can they be nurtured in the technology classroom? Nigel B. Goodwin (Faculty of Education & Social Work, University of Sydney, Australia)
  • Teaching and learning system thinking in technology, Maria Svensson (University of Gothenburg, Sweden), Ake Ingerman (University of Gothenburg, Sweden), Anders Berglund (Uppsala University, Sweden)
  • Food technology education: preparation for life and work? Marion Rutland (University of Roehampton, London, England), Gwyneth Owen-Jackson (Open University, London, England)

10h30-10h45 Coffee break

10h45 – 12h45 Session chaired by Marc De Vries

  • Cognitive load as a key element of instructional design and its implications for initial technology teacher education, Niall Seery, Thomas Delahunty (University of Limerick, Ireland)
  • Transfer of ‘knowing that, knowing how and knowing with’: the development of expertise, Lars Björklund (Linköping University, Sweden), Nina Kilbrink (Karlstad University, Sweden)
  • Cognitive processes as indicators for student aptitude in engineering design, Greg Strimel (West Virginia University, USA)
  • Challenging design thinking in the classroom, David Spendlove (University of Manchester, England)

12h45-13h45 Lunch

13h45-15h45 Session chaired by Moshe Barak

  • Functional analysis and its tools: how teachers use them to study technical systems with 11-14 years old pupils in France, Marjolaine Chatoney, Fabrice Gunther, Fatma Saïd, (ESPE, Aix-Marseille Université, France)
  • Fair Play? Engineering competitions in science and technology education, Terry Wilkinson (York University, Faculty of Education, Toronto, Ontario, Canada)
  • It takes a village: the value of partnership working in design & technology teacher education, Susan V. McLaren (University of Edinburgh, Scotland)
  • Presentation of next PATT conference, Len Litowitz

16h30 – 18h30 Sightseeing cruise in Marseilles’ Calanques

Jeudi 9 avril

8h30-10h30 Session chaired by Susan V. McLaren

  • The experiential domain: enhancing traditional practice in D&T education, Adrian O`Connor, Niall Seery, Donal Canty (University of Limerick, Ireland)
  • The digital pedagogy and the teachers of technology education, Pascale Brandt-Pomares (ESPE/Aix- Marseille Université, France)
  • Designing an e-portfolio environment for assessment of a collaborative technology project, Richard Edwards (University of Waikato, New Zealand)
  • The ICT learning in design & technology curriculum, Eric Tortochot (ESPE, Aix-Marseille Université, France)

10h30-10h45 Coffee break

10h45-12h45 Session chaired by Jonas Hallström

  • Design teaching and representation of the designer profession: how students' representations can impact their learning activity, Christophe Moineau (ADEF, Aix-Marseille Université, France)
  • Coding scheme comparisons: methods used in examining student cognitive processes while engaged in engineering design tasks, Michael E. Grubbs, John G. Wells (Virginia Polytechnic Institute and State University, Blacksburg, VA, USA)
  • New paradigm in design‐manufacturing 3D's chain for training. Case of design and manufacturing in a “Fab Lab for education”, Stéphane Brunel, Philippe Girard (Université de Bordeaux, ESPE Aquitaine, France)
  • “More sausage and less sizzle.” The effectiveness of product design experts mentoring pre-service technology teacher education students Nigel B. Goodwin (University of Sydney, Australia)

12h45-13h45 Lunch

13h45-16h15 Session chaired by Kay Stable

  • The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa, Jacques Ginestié (ESPE, Aix-Marseille Université, France)
  • Importance of key engineering and technology concepts and skills for all high school students: comparing perceptions of university engineering educators and high school technology teachers, Michael Hacker (Hofstra University, USA), Moshe Barak (Ben Gurion, University of the Negev, Beer Sheva, Israel)
  • Developing civil technology teachers’ professional knowledge through communities of practice, Francois Van As (University of Johannesburg, South Africa)
  • The black box and beyond: introducing a conceptual model as a learning tool for developing knowledge about technological systems, Jonas Hallström, Claes Klasander (Linköping University, Sweden), Maria Svensson (University of Gothenburg, Sweden)
  • Work plans in technology. A study of technology education practice in Sweden­, Lena Gumaelius, Inga-Britt Skogh (Royal Institute of Technology, Stockholm, Sweden)

16h15-16h30 Coffee break

16h30 – 19h Session chaired by Jacques Ginestié

  • A model for design activity in technological education, Patrice Laisney (Aix-Marseille Université, France)
  • A comparative analysis of patterns of girls’ attitudes towards D&T: the case of Botswana and Swaziland, Michael Gaotlhobogwe (University of Botswana, Gaborone, Botswana)
  • Kindergarten student teachers' attitudes towards and perceptions of technology: the impact of a one year pre-service course, Osnat Dagan (Beit Berl College, Kfar Saba, Israel)
  • Gender and age analyses of PhD students’ perceptions toward the technology education profession, Gene Martin (Texas State University, San Marcos, USA), John Ritz (Old Dominion University, Virginia, USA)
  • Swedish students’ view on technology: results from a pilot study using an adaptation of the PATT-SQ questionnaire, Johan Svenningsson, Magnus Hultén, Jonas Hallström (Linköping University, Sweden)

20h Gala dinner

Vendredi 10 avril

8h30-10h30 Session chaired by Steve Kierl

  • How is time experienced during work-based training? Perspectives of trainee engineers and their tutors, Abdelkarim Zaid (Université Lille Nord de France, France), Joël Lebeaume (Université Paris Descartes, France)
  • The implications of the philosophy of technology for the academic majors of technology student teachers, Piet Ankiewicz (University of Johannesburg, South Africa)
  • Enhancing sustainable development in technology education, Sonja Virtanen, Mikko Vario (University of Jyväskylä, Finland)
  • How secure are design & technology trainee teachers in their understanding of designing, as portrayed in the latest National Curriculum documentation? Stephanie Atkinson (University of Sunderland, England)

10h30-10h45 Coffee break

10h45-12h45 Session chaired by Wendy Fox-Turnbull

  • Swedish teachers’ views of assessing technological systems in compulsory school, Patrick Schooner, Claes Klasander, Jonas Hallström (Linköping University, Sweden),
  • Assessing design & technology skills in primary education, Hanno Van Keulen (Windesheim Flevoland University of Applied Science, Netherlands),
  • Pre-service teachers’ perceptions of technology and technology education, Mike Forret, Richard Edwards (University of Waikato, New Zealand), Bruce Granshaw (Victoria University, New Zealand),
  • What do others think the point of design & technology education is? Alison Hardy, Kaylie Gyekye, Claire Wainwright (Nottingham Trent University, England)

12h45-13h45 Lunch

13h45-16h15 Session chaired by Len Litowitz

  • Teacher perspectives on pedagogical modelling and explaining in design & technology: a Q-Methodology study, Matt McLain (Liverpool John Moores University, England), David Barlex (Educational Consultant, England), Dawne Bell (Edge Hill University, England), Alison Hardy (Nottingham Trent University, England)
  • Creating links between the design & technology curriculum and global perspectives – An investigation of trainee teachers’ perceptions, Carolyn Nozedar, Angela Sandwith (Faculty of Education and Society, England)
  • An explorative study of the Swedish technology subject from the teacher’s perspective, Charlotta Nordlöf, Gunnar Höst, Claes Klasander, Jonas Hallström (Linköping University, Sweden)
  • Master degree as a promotor of craft, design & technology education in basic education, Eila Lindfors (University of Turku, Finland)
  • PATT in TE, Lázaro Moreno Herrera (Stockholm University, Sweden)

16h15-16h45 Closing session

  • Issues and perspectives of the conference, Marc De Vries, Jacques Ginestié, Marjolaine Chatoney
  • Conference closing and wine and cheese party


  • Salle Eugénie - 58 Boulevard Charles Livon
    Marseille, France (13007)


  • mardi 07 avril 2015
  • vendredi 10 avril 2015
  • mercredi 08 avril 2015
  • jeudi 09 avril 2015


  • éducation, technologie


  • Marjolaine Chatoney
    courriel : marjolaine [dot] chatoney [at] univ-amu [dot] fr

URLS de référence

Source de l'information

  • Heidi Osterwalder
    courriel : heidi [dot] osterwalder [at] univ-amu [dot] fr

Pour citer cette annonce

« Plurality and Complementarity of Approaches in Design and Technology Education », Colloque, Calenda, Publié le jeudi 02 avril 2015,

Archiver cette annonce

  • Google Agenda
  • iCal