Richard Kimbell

Goldsmiths, University of London, Design, Emeritus

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Richard Kimbell’s specialist interest is in design learning and its interaction with assessment. He founded the Technology Education Research Unit (TERU) at Goldsmiths University of London in 1990, and over 25 years ran research projects for research councils (eg ESRC, NSF [USA]), for industry (eg LEGO, BP), for government departments (eg DfES, DfID), as well as for professional and charitable organisations (eg Engineering Council, Royal Society of Arts, Design Museum). Kimbell has published widely in the field of technology education, including five single-authored books, many chapters for edited compilations, as well as reports commissioned by UK Government Departments, the Congress of the United States, UNESCO and NATO. He has written and presented television programmes and regularly lectures internationally. He has been a consultant to the National Academy of Engineering and the National Science Foundation in the USA, and a Visiting Professor at the University of British Columbia, the University of Stockholm, Edith Cowan University in Perth Australia and Texas A&M University.

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Papers by Richard Kimbell

The ‘Why?’ questions

Design and technology education : an international journal, Feb 1, 2015

I was reading a report from The Royal Society for the Arts concerning climate change. Or rather… ... more I was reading a report from The Royal Society for the Arts concerning climate change. Or rather… it was about attitudes to climate change. Polls taken for the RSA and published in the report show that 80% of Britons are worried about climate change but only 14% say they have altered their behaviour accordingly. Rowson (the author) points out that that leaves 66% (two thirds of us) as Climate Ignorers – a condition of polite apathy. (Rowson J. 2013. RSA).

Technology education in South Africa: an evaluation of the impact of an experimental high school curriculum with particular reference to teacher pedagogy and student group work

ABSTRACT Researchers from Goldsmiths College were asked to undertake an evaluation of a three yea... more ABSTRACT Researchers from Goldsmiths College were asked to undertake an evaluation of a three year curriculum initiative introducing technology education, through a learner-centred, problem solving and collaborative approach. The program was developed in a group of high schools in the North West Province of South Africa. We visited ten schools involved in the project and ten parallel schools not involved who acted as a control group. We collected data on student capability (demonstrated through an innovative test activity) and on student attitudes towards technology (demonstrated in evaluation questionnaires and in semi-structured interviews). Collectively the data indicate that in areas of knowledge and skill and in certain aspects of procedures (most notably problem solving) the project has had a marked impact. We also illustrate that greater consideration could have been given in the project to developing skills in generating and developing ideas and in graphic communication. Gender differences are noted, particularly in terms of positive attitudes illustrated by both boys and girls from schools involved in the project. Attention is drawn to the critical impact the project has had on transforming the pedagogy of the teachers from a teacher-centred didactic model, to a learner-centred, problem solving model. Some wider implications of the successes of this project are debated.

New Paradigm of Technology Education in the Information Age : Design & Technology in UK schools / Design thinking , curriculum , and the impact of new technologies

... 발행기관, 한국기술교육학회. - 발행정보, New Paradigm of Technology Education in the Information Age , 단행권 , 단... more ... 발행기관, 한국기술교육학회. - 발행정보, New Paradigm of Technology Education in the Information Age , 단행권 , 단일호 , Startpage 64 , Endpage 73 , Totalpage 10. - 저자, (Shinichi Matsubara). - 가격, 3,000 원. - 발행년도, 2001. - 주제키워드, 입력된 주제키워드가 없습니다. ...

Using Advanced Technology for Teaching, Learning, and Assessment

Creativity in Crisis

The Journal of Design and Technology Education, Aug 3, 2009

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Coming of Age

The Journal of Design and Technology Education, 1999

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Performance Portfolios . . . Problems, Potentials, and Policy

BRILL eBooks, 2009

The limit of zero

Design and technology education : an international journal, Feb 28, 2018

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Decisions by Design

Design and technology education : an international journal, Aug 3, 2017

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Craft education in the secondary school: a study of its development and relevance to an industrial society

Doctoral thesis, Institute of Education, University of London., 1975

Technology Order - first Impressions of the revised proposals

Design & Technology Teaching, 1993

Spider-Man and the Penal Colony

Design and technology education : an international journal, Jun 6, 2015

I have been in a few prisons…but fortunately only by choice. There is a great one in Stockholm – ... more I have been in a few prisons…but fortunately only by choice. There is a great one in Stockholm – now a classy hotel – where the rooms are of course the old cells. But its hard not to be a bit daunted as you shut the great heavy door with a mighty CLANG and hope that it will open again in the morning. Or perhaps it might not…and maybe they’ll ignore my cries for help and just stuff a bowl of tasteless gruel through that tiny hatch. Like something out of the scariest ‘Scandinavian noir’ film.

Time and Tide

The Journal of Design and Technology Education, 1998

Box of delights

Design and technology education : an international journal, May 23, 2008

Making Assessment Judgments: Policy, Practice, and Research

Encyclopedia of earth sciences, 2017

Using Teachers’ Judgments of Quality to Establish Performance Standards in Technology Education Across Schools, Communities, and Nations

Frontiers in Education, 2022

The establishment and maintenance of national examination standards remains a serious issue for t... more The establishment and maintenance of national examination standards remains a serious issue for teachers and learners, whilst the levers of control remain firmly in the hands of Awarding Bodies and supervising politicians. Significantly, holistic assessment presents an agility and collective approach to establishing in the minds of teachers “what is of value” when determining the comparative evidence of pupil performance. It is argued in this paper that the collation of the comparative judgment process can initially identify and subsequently maintain standards of performance that can be defined on a cluster, regional or even national level. Much comparative judgment research centers on the formative benefits for learners, but here we place the focus on teachers operating in collaborative groups to establish standards within and beyond their own schools, and ultimately across the nation. We model a proof-of-concept research project. A rank is produced by the collective consensus of t...

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Can signs be used to improve teaching and learning at Key Stage 3 in a secondary school?