Justification of the Dual-Phase Project-Based PedagogicalApproach in a Primary School Technology Unit

Abstract

This research paper describes the use of the Cognitive Apprenticeship (CA) framework to analyse the practices of teacher and students observed during a technology unit.Twenty three children aged 9-10 years were involved in the research and they were taught in a standard classroom. The analysis provides evidence that a two-phase project-based approach was an effective way to implement a technology unit with this primary school class.