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Twenty-three children aged 9-10 participated in a standard classroom setting. Findings provide evidence that a dual-phase project-based approach effectively supports implementation of the technology unit. The study also situates the approach in theoretical learning principles and classroom practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/justification-of-the-dual-phase-project-based-pedagogical-approach-in-a-primary-school-technology-unit/601578/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/justification-of-the-dual-phase-project-based-pedagogical-approach-in-a-primary-school-technology-unit/601578.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework is used to analyse classroom and workshop practices in this study?","Question",{"text":112,"@type":113},"The study uses the Cognitive Apprenticeship (CA) framework to analyse observed teacher and student practices during the technology unit.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the dual-phase project-based approach work in the primary technology unit?",{"text":117,"@type":113},"Students receive technological knowledge and skills before they engage in project activities, with phases clarified through a sequence of practical tasks followed by design and making.",{"name":119,"@type":110,"acceptedAnswer":120},"What technology unit was used in the case study?",{"text":121,"@type":113},"The case study focused on a technology unit called Pop-up Books, where students learned paper engineering and mechanisms to produce pop-up books for younger children.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601578,1792461309,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Justification of the Dual-Phase Project-Based Pedagogical Approach in a Primary School Technology Unit  \nMichael Drain, Victoria University of Wellington, New Zealand  \nAbstract  \nThis 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 twophase project-based approach was an effective way to implement a technology unit with this primary school class.  \nKey words  \nproject based approach, primary technology, cognitive apprenticeship  \nIntroduction  \nTechnology projects have often been recommended as a pedagogical approach for technology education (Hill, 1998; Mioduser & Betzer, 2007) . The intention is to provide a technological practice environment in which students can learn technological concepts and processes while developing solutions to meet real needs or opportunities. This approach has been promoted as project-based learning (Barlex, 2006) or problem-based learning (Williams, 2000) .  \nProject-based learning can place extra demands on a teacher to respond to the needs of individual students as they work on their individual projects. The project-based approach is more manageable when it is provided through a dual-phase plan in which students are taught technological knowledge and skills before they engage in project activities (Good & Jarvenin, 2007) . This division of technology units into two phases is made clear in the Nuffield Primary Solutions technology units, which identify a sequence of focused practical tasks, followed by a design and make task (Nuffield Foundation, 2001) . The starting point approach is designed in a similar way, but with a more open design brief in the project phase. This approach has been found to have the added advantage of“reconciling the conflicting demands of teaching specific skills and knowledge while encouraging individuals to beas creative as possible”(Good & Jarvenin, 2007 p. 99) .  \nAlthough the dual-phase project-based pedagogical approach has been shown to have benefits in practice, there is a need to justify this approach within a theoretical foundation. This study makes a start towards this by using  \nCognitive Apprenticeship (CA) as a theoretical reference framework. CA has been proposed as a comprehensive learning environment for technology education (Duncan, 1996; Drain & Compton, 2009) . It is based on the traditional concept of apprenticeship, but extends it to whole class teaching and includes cognitive skills and processes in addition to physical ones (Collins, 2006) . Apprenticeship can be viewed as an instructional paradigm whereby “a novice gets to be an expert through the mechanism of acculturation into the world of the expert”(Farnham-Higgerty, 1994) .  \nCA arises from situated cognition theory, which asserts that students learn best when they are immersed in real life contexts and engage with authentic problems (Brown, Collins & Duguid, 1989) . Students in a situated learning environment have access to a community of practice of peers and experts. In technology education this engagement in practice would enable students to become part ofa community of learning where they could access technological knowledge from other practitioners, both within and outside the school, and eventually contribute their own knowledge to the community. This community of learning could be developed with the support of the teacher through the CA model.  \nThe CA framework provides teaching and learning principles arranged into four dimensions: content, method, sequencing and sociology (Collins, 2006) . These have been designed to ensure that after their introduction to a subject domain, students are supported in their progress through to exploration, competence and independence. Collins explains that “before apprenticeship methods ","cbCaihsDkMe30Jkv","https://ap.wps.com/l/cbCaihsDkMe30Jkv","pdf",245289,"English","# Abstract\n# Introduction\n## Technology projects and project-based learning\n## Dual-phase planning and technology unit structure\n## Cognitive Apprenticeship as a theoretical framework\n## CA dimensions and instructional principles\n## Case study: Pop-up Books unit\n## Technology unit structure (weeks)","[{\"question\":\"What framework is used to analyse classroom and workshop practices in this study?\",\"answer\":\"The study uses the Cognitive Apprenticeship (CA) framework to analyse observed teacher and student practices during the technology unit.\"},{\"question\":\"How does the dual-phase project-based approach work in the primary technology unit?\",\"answer\":\"Students receive technological knowledge and skills before they engage in project activities, with phases clarified through a sequence of practical tasks followed by design and making.\"},{\"question\":\"What technology unit was used in the case study?\",\"answer\":\"The case study focused on a technology unit called Pop-up Books, where students learned paper engineering and mechanisms to produce pop-up books for younger children.\"}]","Justification of the Dual-Phase Project-Based Pedagogical Approach in a Primary School Technology Unit | PDF",1792092894]