tahuna technology projects

8/14/2019 Tahuna Technology Projects

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ACTION RESEARCH

TECHNOLOGY HARD MATERIALS

AREA OF FOCUS

Introduction: The question was raised; what makes a good project in

Technology Hard Materials.I decided to find out from the students perspective, the answers to this question.

COLLECTION OF DATA

First step: The first step was to do some brainstorming with the children in each

syndicate. We listed on the board the ideas of what they suggested wouldcontribute toward making a good Hard Materials Project.

Examples of responses:

Making things

Using the hot poker

Learning about different materials

Cutting things

Colours

Doing lots of hands on work

Using different materials

Learning how to use tools

RATIONALEThe survey was conducted with Year Eight students; the rationale being they have

already completed enough Hard Materials Projects to have a fair overview ofwhat we do.


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COLLECTION OF DATA

Second Step: I then wrote up on the board four projects they have already done in Hard

Materials, and asked them to review these projects by describing in their own words

what parts contributed to making it a good project.

List of responses

Choosing your own design

Learning new skills

As much practical work as possible

Learning how to use the tools

Using different materials

Making things

Take home value

Using the hot poker

Learning about different materialsCutting things

Project brief giving guidelines

Colours

Doing lots of hands on work

Doing processes e.g. laminating

A cool product

Enjoyment


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COLLECTION OF DATA

Third Step: I recompiled their comments into a more manageable format to help

analyse the results in a more robust statistical form.

Refer to the example:Survey Of What Makes A Good Project In Hard Materials

PRESENTATION OF DATA

Fifth Step: Results from the main survey were recorded on Excel and then

presented in Bar Graph Format.

Refer to Bar Graphs

COLLECTION OF DATA

Fourth Step: Students were asked to draw in their books two graphic

representations of what makes a good, and also what makes a bad project.

They drew a Happy Creature which included the 3 most import good things.

They drew a Sad Creature which included the 3 worst things things.


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SURVEY OF WHAT MAKES A GOOD PROJECT IN

HARD MATERIALS

Please complete this questionnaire to show what you think helps to make a really good project in Hard

Materials.

Rate each question by circling one answer: 1 not very important

2 important3 very important

1 Doing your own Design Work so you can make your own shape 1 2 31 Doing your own Design Work so you can make your own shape.

2 Finding out about the properties of the materials used in the project.

3 Being given a Project Brief to tell you about the project and given guide-

lines.

4 Over your 2 years at Tahuna, getting to use a good range of materials

5 Being taught how to use the tools correctly.

6 Learning to put tools away and look after them.

7 Doing as much practical hands on work as possible.

8 Creating a take-home-product that you are proud of.

9 Learning new skills.

10 Enjoying making the project.

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

Write down the number of the question that you think is most important to

help make a good project in hard materials.

Thank you


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Survey on What Makes A goodHard Materials Project 2009

1Notveryimportant

2Important

3Veryimportant

Total

Mostimporta

ntconsideration

Percentage

1Doing your own design work soyou can make your own shape 2 63 66 131 8 6%

0

2Finding out about the properties ofthe materials used in the project 39 73 19 131 2 2%

0

3 A prject brief giving guidelines 14 67 50 131 2 2%

0

4Using a good range of materialsover the 2 years 3 40 88 131 5 4%

0

5Being taught how to use the toolscorrectly 4 38 89 131 18 14%

0

6Learning to put tools away andlook after them 12 69 50 131 3 2%

0

7Doing as much practical 'hands on'work as possible 6 19 106 131 34 26%

0

8Creating a 'take - home - product'that you are proud of 3 36 92 131 25 19%

0

9 Learning new skills 4 36 91 131 1 1%

0

10 Enjoying the project 3 23 105 131 33 25%

131


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HappyCreature Sad Creature

using own

design 50 47% 1 no design work 1 1%Doinghands-on-work 57 53% 2 book work 28 26%

easy homework 4 4% 3 teacher talk 23 21%

4 measuring 2 2%

Goodfinishedtake homeproduct 28 26% 5 not finishing 31 29%

getting itdone 12 11% 6 too hard 14 13%

skills / tooluse 5 5% 7 can't take home 5 5%

8not choosing ownproject 4 4%

painting 2 2% 9 too many demos 5 5%

making auniqueproduct 2 2% 10

going up to thefront 8 7%

learn aboutmaterials 1 1%

11 little time 8 7%

cutting 1 1% 12getting a badmark 8 7%

hot poker 2 2% 13too manyinstructions 7 7%

step bystepinstructions 1 1% 14 being rushed 4 4%

no homework 1 1% 15 home work 3 3%

16

filing / sanding

sawing 3 3%17 all the same 1 1%

gettinggoodmarks 2 2% 18 boring facts 1 1%

usingdifferenttools andmaterials 10 9% 19 having to stop 2 2%

not toohard 5 5% 20 cutting wood 2 2%

not too

manyinstructions 1 1% 21

doing somethingwrong 5 5%


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makingwhat youwant to 4 4% 22 too easy 1 1%

making itcorrectly 1 1% 23 standing around 2 2%

listening 1 1% 24 academia 1 1%

lots of timeto finish 1 1%

achallenge 1 1% 25

being taught stepby step 1 1%

fun 8 7% 26being told what todo 1 1%

some thinguseful 1 1% 27

not havingworkshop everyweek 1 1%

more time 5 5% 28 boring task 4 4%

not beingrushed 4 4% 29 design 1 1%

not toomuch bookwork 4 4% 30 not learning 1 1%

new skills 3 3%

learning 5 5%

0%

57

sample no 107

Lots of hands

On work

Take home

projectLearningnew skills


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Sad Creature

1 no design work 1 1%

2 book work 28 26%

3 teacher talk 23 21%

4 measuring 2 2%

5 not finishing 31 29%

6 too hard 14 13%

7 can't take home 5 5%

8not choosing ownproject 4 4%

HAPPY CREATURE

Making amistake

SAD CREATURE


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INTERPRETATION OF RESULTSFrom the survey of 131 Year Eight Students the following points were evident:

As was expected; the most important thing for students is:

Doing as much hands on work as possible. - 34 students out of 131 This is closely followed by enjoyment of the project. 33/131 Creating a take-home-product they can be proud of is also high on the priority

list. 25/131

Perhaps not surprisingly; on the not very important rating. featuring highest was

Finding out about the properties of materials 38 students / out of 131 Being provided with a Project Brief was rated by 14 students out of the 131 as

being not very important.

Learning to put tools away and how to look after them was the only othersignificant rating @ 12/ 131. as not very important.

All other criteria was rated as either: Import or Very Important.

INTERPRETATION OF RESULTS

From the sample of 107 Year Eight Students who did a graphic of what makes a Sad

Creature, the following points were evident:

Not finishing the project gained the highest disapproval @ 29% of students.

Doing book work gained the second highest disapproval @ 26% of students.

Too much Teacher Talk was noted as being disliked by students with a disapproval

rating @ 21%

Not getting a project

finished

Being in ahurry


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RECOMMENDATIONS DRAWN FROM RESULTS AND ACTION TO BE TAKEN:

It is reassuring that many of the aspects favoured by students are already inherent in the

workshop programmes being provided.

Changes can be made by either reducing the amount of time dedicated to some areas of the

projects, and or, by modifying the school time table to allow more time overall for the

projects to be completed to the best standard possible.

Not getting the project completed was the main gripe of students. @ 29% of students.

Programmes are designed so that all pupils who attend all 4 classes will get their projectfinished and they can take them home.

Unfinished projects are a result of conflicting commitments.

This cannot be altered unless a more flexible timetable for Technology Classes is provided,

or, not timetabling other activities at the same time as Technology.

Doing book work gained the second highest disapproval rating @ 26% of students.

Research, investigation and design are a requirement of the curriculum. These topics arecovered well by the Design Technology Programme. However it is evident that many

students do wish to design their own creations.

Some design is integral with making a project.

Recommendation: The implication is try too keep bookwork to a minimum

without actually stopping it completely.

Action: Keep the Design Process being done in their books, but endeavour to

have all the book work completed in the first 30 to 40 minutes.

Keep homework to a minimum to save the time in the workshop that is required to

introduce the homework.


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RECOMMENDATIONS DRAWN FROM RESULTS AND ACTION TO BE

TAKEN cont.

Too much Teacher Talk was noted as being disliked by students with a disapproval

rating @ 21%This is a concern for a number of reasons.

The workshop is a unique environment. Tools must be used safely, and treatedcorrectly.

This does not happen successfully through experimentation or inquiry learning. It

is achieved through instruction by someone who knows what they are talking about.

If this is not done the result will be seen in injury and damage to expensive

equipment.

Materials tend to be expensive. A satisfying project that fits within a budget is

unlikely to be made through experimentation or inquiry learning alone. It is much

more likely with guidance from teachers with expertise in this area.

Recommendation: The implication is try too keep Teacher Talk to

a minimum without actually ending up with a series of catastrophes!

Action: Keep the length of any talk a short as possible.

This can only be achieved by providing less information and, or, simplifying the

projects.

Results: It will be interesting to see the effects of the action I

plan to take from the survey results.


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