Talking with Phil Jones about Intrinsic Motivation and 21st-Century Learning
In this episode of Talking D&T, I interview Phil Jones, a full-time D&T teacher and subject leader at a school in Merseyside, who is also a part-time doctoral student at Liverpool John Moores University. Phil shares his experience as part of the organizing committee for the PATT (Pupils' Attitude Towards Technology) conference and discusses a paper that grabbed his attention during the event.
The paper, authored by Remke Klapwijk from the Netherlands, explores secondary students' intrinsic motivation during multidisciplinary STEAM projects. Phil and I delve into the study's findings, which surprisingly showed no significant effect on motivation despite the initial hypothesis. We also discuss the implications of these results for teaching practice and the importance of challenging assumptions about the impact of multidisciplinary projects on student motivation.
Phil also provides insights into his own doctoral research, which focuses on design thinking at Key Stage 3 D&T and the relationship between skills and knowledge. He explains his data collection methods, including using validated instruments, portfolios, presentations, student field notes, and focus groups. We discuss the value of pursuing postgraduate studies as a D&T teacher and the importance of research in providing an evidence base for the subject's impact. Finally, we reflect on the benefits of presenting at conferences, such as receiving valuable feedback and engaging with the wider D&T community.
(Text generated by AI, edited by Alison Hardy)
Mentioned in the show
- Phil on LinkedIn
- Work Upton School
- Klapwijk, R. (2023). Secondary Students Intrinsic Motivation during Multidisciplinary STEAM projects : A quantitative study on the influence of competence, autonomy and relatedness in secondary Dutch classrooms.
- Learning to Teach Design and Technology
- Technasium
- Intrinsic Motivation Inventory (IMI)
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