[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600340-105":59,"doc-detail-600340-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teacher-perceptions-of-critical-thinking-skills-within-primary-school-design-and-technology-research-dissertation-summary","Teacher Perceptions of Critical Thinking Skills Within Primary School Design and Technology - Research Dissertation Summary","","The study examines UK primary school teachers’ perceptions of whether critical thinking skills are evident during Design and Technology (D&T) sessions. Using phenomenological interviews, it captures experiences of eight teachers across different schools and career stages, then identifies three recurring themes: approaches, attitudes, and outcomes. Findings indicate critical thinking appears throughout teachers’ accounts, while supporting pupils’ critical thinking requires improvements in training, resourcing, and leadership priorities at both leadership and classroom levels.",{"@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/teacher-perceptions-of-critical-thinking-skills-within-primary-school-design-and-technology-research-dissertation-summary/600340/",{"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/teacher-perceptions-of-critical-thinking-skills-within-primary-school-design-and-technology-research-dissertation-summary/600340.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to determine about primary D&T classrooms?","Question",{"text":112,"@type":113},"It investigates how teachers perceive whether critical thinking skills are present in their primary school D&T sessions from a practitioner viewpoint.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the evidence gathered in this study?",{"text":117,"@type":113},"The study used phenomenological interviews with eight teachers from different schools and areas across the UK, followed by a hierarchical ordering of skills they believed were gained through D&T.",{"name":119,"@type":110,"acceptedAnswer":120},"What main themes did the interview analysis identify?",{"text":121,"@type":113},"Analysis grouped teachers’ responses into three themes: approaches, attitudes, and outcomes related to teaching D&T in primary schools.","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},600340,1792188660,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teacher perceptions of critical thinking skills within primary school design and technology  \nRichard Brown, University of Cambridge, UK  \nAbstract  \nCritical thinking skills and creativity have been lauded by many as key attributes sought from prospective employees for the future workplace in an ever changing world. Furthermore, areview of existing literature suggested the prevalence of critical thinking skills within design and technology (D&T) tasks. This study aimed to garner the perceptions of primary school teachers in the UK and establish, from a practitioner’s viewpoint, whether critical thinking skills were evident within their classrooms during D&T sessions. The interviews followed a phenomenological approach and identified commonalities and differences between the teachers’ viewpoints as they described the phenomena they had experienced. The eight interviewees were from different schools in different areas of the UK and ranged from experienced teachers to early career teachers. Teachers were asked about their experiences of teaching D&T before completing a hierarchal ordering exercise of skills they perceived were gained from D&T activities in primary schools. The data produced experiences, thoughts and opinions about teaching design and technology in primary schools and teacher perceptions of the role of critical thinking within them. Analysis of the interview transcripts identified critical thinking throughout the responses and categorised three main themes around the teaching of design and technology in primary schools: approaches, attitudes and outcomes. This study suggests that, for primary teachers to develop their pupils’ critical thinking skills within design and technology, and thus develop technological literacy, there are issues that need addressing at both leadership and classroom levels such as training, resourcing and leadership priorities. Nevertheless, teachers interviewed in this small scale study confidently believed that primary school pupils benefit from promoting critical thinking within D&T activities.  \nKeywords  \nDesign and Technology, Critical Thinking, Teacher Perceptions, Primary/Elementary Education  \nIntroduction  \nContext  \nThis article has been taken from a study based in the UK, interviewing teachers from English primary schools where Design & Technology (D&T) is taught to pupils aged 4-11 and the subject is part of the statutory national curriculum (DfE, 2013) . The study was a Master ’s level dissertation and had three research questions, one of which was related to teacher perceptions of critical thinking in D&T activities. Aspects of this article, such as summarised sections of the literature review and results, have been drawn from the dissertation but the focus of critical thinking is central to the discussion.  \nThrough delivery of D&T projects across a variety of age ranges and schools across the UK, anecdotal evidence suggests that children, and teachers, enjoying D&T sessions. Sessions taught to trainee teachers also advocate an enthusiasm for the subject. However, this gathering  \nof thoughts and perceptions is clearly not based upon an empirical study. The main motivation of this study therefore, was to develop a deeper understanding of the perceptions of teachers and identify commonalities and differences.  \nThe literature review of the study initially considered the educational benefits of D&T. One of the key conclusions from the research was that there was less research about D&T in general within the primary sector but research available demonstrated that teacher attitudes towards the subject can vary. Although work to investigate the positive links between primary and secondary D&T has been instigated by Hardy and Gomersall (2017), the concern in the primary sector is that “Just the words Design and Technology (D&T) make some people nervous.”(Newton, 2005, p. 1) There is also an issue about teacher anxiety when teaching D&T. There are health and safety considerations,","cbCaipdPt6KXQPXm","https://ap.wps.com/l/cbCaipdPt6KXQPXm","pdf",649293,16,"English","# Abstract\n# Introduction\n## Context\n## Defining Critical Thinking\n# Method and Data Overview\n## Interview Participants\n# Findings and Themes\n## Approaches\n## Attitudes\n## Outcomes\n# Implications","[{\"question\":\"What does the study aim to determine about primary D\\u0026T classrooms?\",\"answer\":\"It investigates how teachers perceive whether critical thinking skills are present in their primary school D\\u0026T sessions from a practitioner viewpoint.\"},{\"question\":\"How was the evidence gathered in this study?\",\"answer\":\"The study used phenomenological interviews with eight teachers from different schools and areas across the UK, followed by a hierarchical ordering of skills they believed were gained through D\\u0026T.\"},{\"question\":\"What main themes did the interview analysis identify?\",\"answer\":\"Analysis grouped teachers’ responses into three themes: approaches, attitudes, and outcomes related to teaching D\\u0026T in primary schools.\"}]","Teacher Perceptions of Critical Thinking Skills Within Primary School Design and Technology - Research Dissertation Summary | PDF",1792090496]