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ERIC Number: EJ797766
Record Type: Journal
Publication Date: 2008-Jul
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0957-7572
Using the DEPTH Model to Facilitate Learning in an Integrated Science and Technology Pre-Service Primary Teacher Course
O'Sullivan, Gary
International Journal of Technology and Design Education, v18 n3 p247-253 Jul 2008
The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences from earlier studies carried out at the same institution using the DEPTH framework. The concept of teaching/learning via a project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous study (O'Sullivan, "Proceedings of Second International Primary Design and Technology Conference--Quality in the Making", Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students' responses to critiquing school teaching practice experience and also informing their own personal constructs. This study again found the framework useful but as a diagnostic tool.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand