Publisher's Synopsis
This book presents a comprehensive account of the development and nature of CDT in primary school classrooms, from modest beginnings in the early 1980s to detailed implementation within the National Curriculum. It shows how the design/problem-solving process and the knowledge, skills and understanding associated with CDT can be developed by teachers who were previously unfamiliar with such activities. Case studies by teachers of problem-solving activities within their classrooms discuss the teaching strategies employed and illustrate how pupils respond to CDT in complex ways.
