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Cognitive Acceleration through Technology Education (CATE): Implications for Teacher Education

Backwell, John L. and Hamaker, Tony. 2005. 'Cognitive Acceleration through Technology Education (CATE): Implications for Teacher Education'. In: EpiSTEME -1 International Conference to review research on Science, Technology and Mathematics Education. Goa, India, India. [Conference or Workshop Item]

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Abstract or Description

This paper focused upon analysis of the Cognitive Acceleration through Technology Education (CATE) materials by both postgraduate and undergraduate Initial Teacher Training (ITT) students and formed part of the Design Education element of their studies. The work analyzes the use and impact of cognitive strategies employed by the Cognitive Acceleration through Science, Mathematics and Technology (CASE, CAME and CATE) within initial teacher education and considers the issues that arise. These strategies and techniques are grounded in research extending back to 1987 (SERC funded project 1984-87, M. Shayer and P. Adey) and have national recognition. The paper provided insight into the effectiveness of understanding aspects of educational theory through planning and delivery of practical intervention sessions.

Item Type:

Conference or Workshop Item (Paper)

Keywords:

design education; teacher training; cognition

Related URLs:

Departments, Centres and Research Units:

Design

Dates:

DateEvent
1 February 2005Published

Event Location:

Goa, India, India

Item ID:

117

Date Deposited:

19 May 2008 16:56

Last Modified:

20 Jun 2017 13:27

URI:

http://research.gold.ac.uk/id/eprint/117

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