Using a design technology project as the basis for improving student understandings and attitudes

Design technology education provides children with opportunities to create solutions to specific needs in innovative ways. It has been promoted as an effective model to engage students in learning that is relevant to their lives. This project investigated an integrated approach, using a design technology task on “Bridges” as the driver, which allowed students to explore the mathematics, science, ICT and literacy embedded in the task. Using a case study approach, data was collected through: a researcher/teacher observation journal, students’ attitudinal surveys to maths and science before and after taking part in the unit and a non-participating teacher’s observation and perceptions of changes to students’ understandings and attitudes to science and mathematics. Analysis revealed that changes to students’ understandings and attitudes to both mathematics and science were enhanced as a result of their participation in the design technology unit.