ABSTRACT
The author presents a research that identifies a working style used by students analogous to that described as 'bricolage' by Levi-Strauss. This method of working, 'pre-scientific' in Levi-Strauss' view, may well be one that has been intuitive to young people before being supplanted by the systematic, structured method of the education system. Within this system, success has been measured by the way in which learners have matched those patterns expected by their teachers: adults. The broad stages of the learning paradigm can be summarised as those of learning about; practising and applying. Students who use Information and Communications Technology (ICT) as an integral part of their work develop learning strategies of their own. What these strategies have in common is that they build forward, towards an outcome, rather than building upon established blocks. The secondary stage of educational production is curriculum-based and dependent upon plans, schemes of work and quality control.
