Research
Undergraduate (student) Research
Project work is a major component of the final year. It is an extended piece of independent work in which students are able to show their enthusiasm and initiative in attaining the goal set in the project. Most students find their project a stimulating and rewarding experience. The project and associated research dissertation are designed with future career teaching in mind and many may provide valuable resources for future work in the classroom. The project assessment has a high weight in the final award of the degree.
The final year project aims to provide students with the opportunity to undertake an extended piece of independent work in which they investigate an issue, achieve a clear project goal or develop and present a solution to a defined problem. Students must extend their learning, apply the knowledge, understanding and skills they have developed as an emerging technologist and teacher, and respond creatively while investigating an issue, a problem, achieving a project goal or working with a client in solving a contextualised problem.
The research aims to contribute to the development of professional graduate attributes such as the capacity to be: investigative, an independent and critical thinker, resourceful and responsible, an effective communicator, confident, adaptable, collaborative, ethically and socially aware and a reflective learner.
Previous Honours Dissertations and Projects (examples)
Craigmyle, J. (2015) Teaching Technology Today: Teachers’ Perspectives and Practices. The University of Glasgow. [expected May].
Donnelly, B. (2015) Can Music Impact the Intellectual & Personal Development of Pupils, when used in a Classroom Environment? The University of Glasgow. [expected May].
Dunlop, S. (2015) Integration of Digital Art by Tablet PC in Technological Education. Univerity of Glasgow. [expected May].
Duthie, I. (2015) The state of creativity within Scottish Education: An argument for transformative pedagogy and innovative practice in Technology Education. University of Glasgow. [expected May].
Reid, K. (2015) What Would the Use of Social Networking Sites Bring to Technology Subjects in Secondary Schools?. University of Glasgow. [expected May].
Anderson, K. (2014) Learning and teaching styles for the new curriculum. The University of Glasgow.
Brown, G. (2014) Design and Technology through the broad general education: A comparison of attitudes and perceptions looking at the transition from primary to secondary school.
Buchanan, P. (2014) ‘Ghost Children'; Recognising and including those pupils who prefer to sit in the shadows. The University of Glasgow.
Christie, H. (2014) A Change in Pedagodgy from Learning With Technology to Learning Through Technology. The University of Glasgow.
Cooper, S. (2014) As STEM education becomes a priority internationally are schools making good use of industry links to promote this subject. The University of Glasgow.
McCrorie, A. (2013) Progression and career aspirations through Technological Education: How can we improve pupil attitudes and perceptions? The University of Glasgow.
McKernan, C. (2013) Gender equity in Technological Education: measuring the impact on pupil behaviour, attitude and disposition. The University of Glasgow.
McLean, G. (2013) Pupil motivation within Technological Education: Measuring disaffection between genders. The University of Glasgow.
McMurdo, C. (2013) Cooperative Learning through Design and Technology: The benefits for young people with Additional Support Needs. The University of Glasgow.
McShane, A. (2013) How effective is homework in reinforcing learning? The University of Glasgow.