for Journals by Title or ISSN
for Articles by Keywords
  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 287 journals)
    - CERAMICS, GLASS AND POTTERY (25 journals)
    - MACHINERY (32 journals)
    - PACKAGING (15 journals)
    - PLASTICS (27 journals)
    - RUBBER (1 journals)

MANUFACTURING AND TECHNOLOGY (179 journals)                  1 2     

3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 13)
Additive Manufacturing     Hybrid Journal   (Followers: 5)
Advanced Manufacturing: Polymer & Composites Science     Open Access   (Followers: 25)
Advances in Adaptive Data Analysis     Hybrid Journal   (Followers: 8)
Advances in Manufacturing     Hybrid Journal   (Followers: 2)
Advances in Manufacturing Science and Technology     Open Access   (Followers: 7)
American Journal of Applied Sciences     Open Access   (Followers: 32)
American Journal of Nanotechnology     Open Access   (Followers: 7)
American Journal of Sensor Technology     Open Access   (Followers: 2)
Appita Journal: Journal of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 7)
Applied Ergonomics     Full-text available via subscription   (Followers: 15)
Asia Pacific Biotech News     Hybrid Journal   (Followers: 1)
Asian Journal of Applied Sciences     Open Access   (Followers: 4)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 6)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access   (Followers: 1)
Biotechnology     Open Access   (Followers: 7)
Biotechnology Progress     Hybrid Journal   (Followers: 40)
Building Service Engineering Research and Technology     Hybrid Journal   (Followers: 4)
Bulletin of Science, Technology & Society     Hybrid Journal   (Followers: 4)
CATTECH     Hybrid Journal   (Followers: 1)
Centaurus     Hybrid Journal   (Followers: 3)
Circuit World     Hybrid Journal   (Followers: 15)
Clay Technology     Full-text available via subscription   (Followers: 1)
Cold Regions Science and Technology     Hybrid Journal   (Followers: 3)
Comparative Technology Transfer and Society     Full-text available via subscription   (Followers: 4)
Components, Packaging and Manufacturing Technology, IEEE Transactions on     Hybrid Journal   (Followers: 17)
Composites Science and Technology     Hybrid Journal   (Followers: 135)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Computer-Aided Design and Applications     Hybrid Journal  
Control Theory and Informatics     Open Access   (Followers: 6)
Cryoletters     Full-text available via subscription   (Followers: 3)
Design Journal : An International Journal for All Aspects of Design     Hybrid Journal   (Followers: 27)
Design Studies     Hybrid Journal   (Followers: 29)
East Asian Science, Technology and Society: An International Journal     Full-text available via subscription   (Followers: 1)
Economics of Innovation and New Technology     Hybrid Journal   (Followers: 12)
Emerging Materials Research     Hybrid Journal   (Followers: 1)
Environmental Technology     Hybrid Journal   (Followers: 2)
Fibers     Open Access   (Followers: 7)
Fibers and Polymers     Full-text available via subscription   (Followers: 3)
foresight     Hybrid Journal   (Followers: 8)
FORMakademisk     Open Access   (Followers: 1)
Futures     Hybrid Journal   (Followers: 13)
Gender, Technology and Development     Hybrid Journal   (Followers: 5)
Green Materials     Hybrid Journal   (Followers: 2)
History and Technology: An International Journal     Hybrid Journal   (Followers: 8)
Human Factors in Design     Open Access   (Followers: 1)
Hybrid Materials     Open Access  
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (Followers: 5)
IETE Journal of Research     Open Access   (Followers: 11)
IETE Technical Review     Open Access   (Followers: 4)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 7)
Informaci√≥n Tecnol√≥gica     Open Access  
Innovation: Management, Policy & Practice     Hybrid Journal   (Followers: 14)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 9)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (Followers: 6)
Integrating Materials and Manufacturing Innovation     Open Access   (Followers: 8)
International Journal for Quality Research     Open Access   (Followers: 2)
International Journal for the History of Engineering and Technology     Hybrid Journal   (Followers: 3)
International Journal of Advanced Design and Manufacturing Technology     Open Access   (Followers: 6)
International Journal of Automation and Logistics     Hybrid Journal   (Followers: 4)
International Journal of Bifurcation and Chaos     Hybrid Journal   (Followers: 2)
International Journal of Biomedical Nanoscience and Nanotechnology     Hybrid Journal   (Followers: 5)
International Journal of Business and Systems Research     Hybrid Journal   (Followers: 1)
International Journal of CAD/CAM     Open Access  
International Journal of Critical Infrastructure Protection     Hybrid Journal   (Followers: 5)
International Journal of Design     Open Access   (Followers: 28)
International Journal of e-Business Management     Full-text available via subscription   (Followers: 3)
International Journal of Energy Technology and Policy     Hybrid Journal   (Followers: 7)
International Journal of Engineering and Manufacturing     Open Access   (Followers: 2)
International Journal of Experimental Design and Process Optimisation     Hybrid Journal   (Followers: 4)
International Journal of Information Acquisition     Hybrid Journal   (Followers: 1)
International Journal of Innovation and Technology Management     Hybrid Journal   (Followers: 8)
International Journal of Innovation Science     Full-text available via subscription   (Followers: 8)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (Followers: 10)
International Journal of Law and Information Technology     Hybrid Journal   (Followers: 3)
International Journal of Learning Technology     Hybrid Journal   (Followers: 8)
International Journal of Manufacturing Engineering     Open Access   (Followers: 1)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 9)
International journal of materials research     Full-text available via subscription   (Followers: 1)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 8)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 8)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (Followers: 3)
International Journal of Planning and Scheduling     Hybrid Journal   (Followers: 1)
International Journal of Precision Engineering and Manufacturing-Green Technology     Hybrid Journal  
International Journal of Production Management and Engineering     Open Access   (Followers: 3)
International Journal of Quality and Innovation     Hybrid Journal   (Followers: 5)
International Journal of Quality Engineering and Technology     Hybrid Journal   (Followers: 2)
International Journal of Service and Computing Oriented Manufacturing     Hybrid Journal   (Followers: 2)
International Journal of Social and Humanistic Computing     Hybrid Journal   (Followers: 2)
International Journal of System of Systems Engineering     Hybrid Journal   (Followers: 2)
International Journal of Technoentrepreneurship     Hybrid Journal   (Followers: 3)
International Journal of Technological Learning, Innovation and Development     Hybrid Journal   (Followers: 7)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 13)
International Journal of Technology and Globalisation     Hybrid Journal   (Followers: 1)
International Journal of Technology Intelligence and Planning     Hybrid Journal   (Followers: 1)
International Journal of Technology Management     Hybrid Journal   (Followers: 5)
International Journal of Technology Marketing     Hybrid Journal   (Followers: 4)
International Journal of Technology Transfer and Commercialisation     Hybrid Journal   (Followers: 1)
International Journal of Technology, Policy and Management     Hybrid Journal  

        1 2     

Journal Cover International Journal of Technology and Design Education
  [SJR: 0.756]   [H-I: 20]   [13 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-1804 - ISSN (Online) 0957-7572
   Published by Springer-Verlag Homepage  [2281 journals]
  • Educating ethical designers
    • Abstract: Abstract In recent years, there has been an increased focus on bringing sustainability into design education. The focus of such education, however, mainly concerns providing design students with the knowledge and skills needed to create sustainable design, which, so this paper argues, may not be enough. Thus, with a basis in Aristotelian virtue ethics, this paper shows that sustainable design education may apply a broader perspective by also focussing on how to stimulate design students’ desire to create sustainable solutions as well as providing them with the means to engage others in such ideas. As compared to the identified literature, the present paper represents a novel perspective on sustainability in design education that may constitute a basis for further discussions and educational developments.
      PubDate: 2016-04-23
  • The frustrations of digital fabrication: an auto/ethnographic exploration
           of ‘3D Making’ in school
    • Abstract: Abstract Following initial educational enthusiasms for ‘Making’ technologies and the ‘Maker Movement’, increasing numbers of students are now using digital fabrication programs and equipment in school. Given the current lack of empirical research exploring the realities of Making as a school activity, this paper presents an in-depth auto/ethnographic account of 3D printing—currently, one of the most popular Maker technologies in schools. Investigating the case of an 8 week Year 9 design project, this paper seeks to broaden understandings of how 3D printing technologies and practices are shaping “what counts” as learning within contemporary school settings. In particular, this research focuses on the experiences of Making within a school context; what is learned through these experiences; and how the process of Making in school feels. This paper highlights three key issues that have been marginalised to date in discussions of Making in schools: (1) lack of pragmatic engagement, (2) affective labour of failing; and (3) mediated alienation.
      PubDate: 2016-04-08
  • Concept learning by direct current design challenges in secondary
    • Abstract: Abstract This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
      PubDate: 2016-04-02
  • Models as artefacts of a dual nature: a philosophical contribution to
           teaching about models designed and used in engineering practice
    • Abstract: Abstract Although ‘models’ play a significant role in engineering activities, not much has yet been developed to enhance the technological literacy of students in this regard. This contribution intends to help fill this gap and deliver a comprehensive account as to the nature and various properties of these engineering tools. It begins by inspecting two well-known cases: the long-term policy documents of technological literacy in the USA and in New Zealand. This will help to clarify the approach of these educational documents to models, provide a primary understanding of their existing drawbacks in this relation, and realize the necessity of underpinning a well-organized account that can be used in teaching about models. Next, the discussion moves toward an attempt to develop a sound description of the nature of models. This is accomplished through an extensive review of the viewpoints of philosophers (of science and technology) about the nature and properties of these tools; models will then be argued and suggested for consideration as techno-scientific artefacts with their own dual nature: the intrinsic and the intentional. Such an account paves the way to the next step, which namely attempts to provide a well-ordered framework of the models’ various properties, through taking up those two natures and their interrelation in detail. The paper concludes by showing some initial advantages of applying the suggested approach to the intended cases, which can hopefully lead to further, more detailed inspections and extended contributions.
      PubDate: 2016-03-14
  • Mapping the journey: visualising collaborative experiences for sustainable
           design education
    • Abstract: Abstract The paradigm of design is changing. Designers now need to be equipped with the skills and knowledge that will enable them to participate in the global move towards a sustainable future. The challenges arise as Design for Sustainability deals with very complex and often contradictory issues. Collaborative learning experiences recognise that these complex issues can be addressed with the pooling of diverse knowledge, perspectives, cultures, skills and tools. Unless, however the process of collaboration is explored in detail, the opportunity for reflection, learning and improvement is lost. This paper proposes that by introducing and analysing collaboration within third level design education, the capacity for responsible design practice can be developed, leading to a transformative shift in how designers are taught as students and subsequently practice as professionals. Over two multidisciplinary projects devised and undertaken by design students from the University of Limerick (Ireland), Hogeschool Utrecht (Netherlands) and Virginia Commonwealth University (USA), the collaborative path is mapped and critical junctions identified. From this process of mapping and visualisation, collective narratives of the overall project experience are constructed (through the eyes of the participants and planners). This leads to a greater understanding and appreciation of the benefits and limitations of the collaborative experience.
      PubDate: 2016-03-02
  • Learning CAD at university through summaries of the rules of design intent
    • Abstract: Abstract The ease with which 3D CAD models may be modified and reused are two key aspects that improve the design-intent variable and that can significantly shorten the development timelines of a product. A set of rules are gathered from various authors that take different 3D modelling strategies into account. These rules are then applied to CAD strategic-knowledge learning methodology and included in 3D CAD modelling exercises for students following the degree in mechanical engineering at the University of Burgos (Spain). The experiment was conducted in two groups with a total of 75 students. The design-intent rules were introduced in the different exercises that the teacher explained in both the theoretical and the practical classes. In addition, a summary of the different design rules in each of the practical exercises was explained in the practical classes in only one of the groups. The experimental results, reported in this paper, tested the influence of these summaries on overall improvements in 3D modelling and on the design-intent variable, which is subdivided into four sections: skeleton, structures, alterations and constraints. The use of the summaries of the design intent rules led to statistically significant improvements in 3D modelling in the experimental group, in comparison with the group of students to whom those summaries were not explained.
      PubDate: 2016-03-01
  • Role of cultural inspiration with different types in cultural product
           design activities
    • Abstract: Abstract Inspiration plays an important role in the design activities and design education. This paper describes “ancient cultural artefacts” as “cultural inspiration”, consisting of two types called “cultural-pictorial inspiration” (CPI) and “cultural-textual inspiration” (CTI). This study aims to test the important role of cultural inspiration with different types in cultural product design activities. Through an exploratory experiment, design students were asked to extract cultural features from ancient cultural artefacts and generate new “culturally-oriented products”. Two experts statistically analyzed the categories and quantities of cultural features, and then evaluated the creativity (originality and practicality) of design outcomes. Results show that students who worked with CTI create more creative outcomes than students who worked with CPI. It was also found that cultural features generation affect the originality of design outcomes.
      PubDate: 2016-03-01
  • Identifying the gaps of fourth year degree pre-service teachers’
    • Abstract: Abstract Engineering Graphics and Design is a technological subject which is offered in the Bachelor of Education degree from third to fourth year of the degree course. Fourth year pre-service teachers find EGD difficult to teach because of various reasons. Therefore the aim of the paper was to investigate fourth year pre-service teachers’ pedagogical content knowledge gaps in teaching EGD during their teaching practice. The study was conducted using a qualitative approach and eight pre-service teachers were purposefully selected to take part in the study. Findings of the paper found that pre-service teachers found teaching practice very short to do all the teaching tasks that is required of them. Some pre-service teachers did not have drawing models to make learning concrete to their learners. Assessment was done partially just to impress the university tutors and to conform to the schools’ rule and not to evaluate the learners’ understandings and their teaching.
      PubDate: 2016-03-01
  • User consultation during the fuzzy front end: evaluating student’s
           design outcomes
    • Abstract: Abstract In this paper we evaluate the involvement of a partially blind user as lead user in the early stages of a product redesign during an undergraduate product design-engineering course. Throughout the early stages of product design, or fuzzy front end, there is a high level of uncertainty. End users, with their increased contextual knowledge can play an important role in this process, improving decision-making. Yet limited research has thus far been done on user types for involvement and concept generation efficiency. To study whether end user involvement will impact results, a group of students were given consults from a partially blind end user. Using a panel of four judges, we evaluate the results. We find no significant differences in the feasibility, user value or originality of the concepts created by students who received a user consult. We discuss these findings within the context of user involvement in design engineering education.
      PubDate: 2016-03-01
  • Delivering technological literacy to a class for elementary school
           pre-service teachers in South Korea
    • Abstract: Abstract This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers’ attitudinal transition toward elementary school technology education (ESTE) and its implementation. An introductory ESTE program within Practical Arts Education was developed through a procedure consisting of preparation, development, and improvement. The program was implemented among 127 elementary school pre-service teachers for 7 weeks in South Korea. The learning contents based on the ESTE research and national curriculum included (1) technology learning units in the Practical Arts textbooks, (2) technology and invention, (3) drawing and design, (4) wood products, (5) basic electricity and electronics, and (6) integrative science, technology, engineering, and mathematics/science, technology, engineering, arts, and mathematics education. These contents were delivered via an instructor’s lecture, hands-on activities on technological design, and cooperative learning. A pre- and post-test on the study participants’ attitudes toward ESTE and on their knowledge, competency, and anxiety in relation to the six learning contents were conducted. The research results indicated a stable improvement in the study participants’ attitudes toward ESTE, their level of knowledge about ESTE, and their competency to teach ESTE. The developed program also decreased their anxiety in relation to teaching ESTE. The study findings may provide useful insights into the professional development of elementary school teachers in connection with ESTE, and into the implementation of technology education in the elementary school setting.
      PubDate: 2016-02-20
  • An analysis of the impact of student–scientist interaction in a
           technology design activity, using the expectancy-value model of
           achievement related choice
    • Abstract: Abstract Many education initiatives in science and technology education aim to create enthusiasm among young people to pursue a career in Science, Technology, Engineering, and Mathematics (STEM). Research suggests that personal interaction between secondary school students and scientists could be a success factor, but there is a need for more in-depth research on the actual effects of science education initiatives. This paper describes an in-depth, qualitative assessment of a technology design activity, using as a theoretical framework the expectancy-value model of academic choice Eccles and Wigfield (Annu Rev Psychol 53:109–132, 2002). A core element in the studied education initiative is the interaction between secondary school students and scientists. Semi-structured interviews were conducted with participating students and analysed qualitatively to disentangle the factors in their motivation to participate in this initiative and their experiences and memories gathered during participation. Last, this paper reflects on the use of the expectancy-value model for in-depth assessments of science education initiatives. Results show that interest-enjoyment values and attainment values are most important in the students’ motivation to participate in the studied activity. These values are connected to educational principles of authentic practice, and of providing meaningful contexts for scientific concepts. Furthermore, results show that the interaction between students and scientists is not automatically a success factor. Disappointment in this interaction, can cast a shadow on students’ whole experience. This leads us to propose to include an additional factor in the expectancy-value model of achievement related choice: educational environment, including ‘personal interaction’ as an element. Adding this factor would—in our opinion—create an even better framework for in-depth assessment of science education initiatives.
      PubDate: 2016-02-01
  • Fostering creativity from an emotional perspective: Do teachers recognise
           and handle students’ emotions?
    • Abstract: Abstract Emotions have a significant effect on the processes of designing and creative thinking. In an educational context, some emotions may even be detrimental to creativity. To further explore the link between creativity and emotion, a series of interviews were conducted with design and technology (D&T) teachers in Singapore, Hong Kong and Beijing concerning their experiences of working with students on design projects. The intent was to investigate how these teachers understood and managed their students’ emotions while teaching creative design skills. Some teachers indicated that they understood their students’ emotions through observing their behaviour, connecting with them by synchronising emotions or by evaluating student performance. The teachers also reported using various other methods to handle their students’ emotions. This study highlights the importance of equipping D&T teachers with skills for awareness and regulation of emotions so that they can better enable students to cultivate creativity in the design process.
      PubDate: 2016-02-01
  • Robotics in the early childhood classroom: learning outcomes from an
           8-week robotics curriculum in pre-kindergarten through second grade
    • Abstract: Abstract In recent years there has been an increasing focus on the missing “T” of technology and “E” of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N = 60 children in pre-kindergarten through second grade who completed an 8-week robotics curriculum in their classrooms using the KIWI robotics kit combined with a tangible programming language. Children were assessed on their knowledge of foundational robotics and programming concepts upon completion of the curriculum. Results show that beginning in pre-kindergarten, children were able to master basic robotics and programming skills, while the older children were able to master increasingly complex concepts using the same robotics kit in the same amount of time. Implications for developmentally appropriate design of technology, as well as structure and pace of robotics curricula for young children are addressed.
      PubDate: 2016-02-01
  • Technological literacy for students aged 6–18: a new method for
           holistic measuring of knowledge, capabilities, critical thinking and
    • Abstract: Abstract Technological literacy is identified as a vital achievement of technology- and engineering-intensive education. It guides the design of technology and technical components of educational systems and defines competitive employment in technological society. Existing methods for measuring technological literacy are incomplete or complicated, unreliable, unstable and imprecise, time-consuming, and require large expenditures on resources. This paper presents a new method for valid and reliable measuring of technological literacy. The method encompasses three main components—knowledge, capabilities, and critical thinking and decision-making. It is centred on the standards for technological literacy issued by the International Technology and Engineering Educators Association. It has three key features. (1) A construct-measure-result front-ended approach, where a construct consists of an object, attribute, and entity; which causes reduction of measure-induced distortion and error. (2) A broad test range definition that provides stable and accurate measuring of technological literacy for 6–18-year-old students. (3) A genuine design approach including a multiple choice test item form determination consisting of content, criterion and construct validity, item discrimination, difficulty index, and an intraclass correlation measure for time stability and scooping its heterogeneous nature. Only the method is described herein and its pilot test results are presented. It is moderately reliable over time (intraclass correlation coefficient = 0.68, p < 0.05), has high criterion-related validity (r xy  < 0.4) and construct validity (h 2 > 0.7). High content validity evidence was ensured through a two-stage validation method, while test item discrimination coefficient values are acceptable (r pbis  > 0.1). The method is time-efficient (measuring lasts 45 min), valid, stable, and enables holistic investigation of large sample sizes.
      PubDate: 2016-02-01
  • Learning program for enhancing visual literacy for non-design students
           using a CMS to share outcomes
    • Abstract: Abstract This study proposes a basic learning program for enhancing visual literacy using an original Web content management system (Web CMS) to share students’ outcomes in class as a blog post. It seeks to reinforce students’ understanding and awareness of the design of visual content. The learning program described in this research focuses on to address how to create meanings of visual content that is important to express information visually, and includes three exercises based on perception, visual variables, and signification. The Web CMS to publish student works and share in class helps enhance students’ reflection. We also developed a rubric as an assessment device for students’ outcomes. The content of the learning program and its implementation are described with the support of observational data.
      PubDate: 2016-02-01
  • The nature of primary students’ conversation in technology education
    • Abstract: Abstract Classroom conversations are core to establishing successful learning for students. This research explores the nature of conversation in technology education in the primary classroom and the implications for teaching and learning. Over a year, two units of work in technology were taught in two primary classrooms. Most data was gathered in Round 2 during the implementation of the second unit titled ‘Props for the School Production’. The study uses qualitative methodology and an ethnographic approach using participant observations, Stimulated Recall interviews with autophotography, semi-structured interviews with participants and their teachers, and students’ work samples, to develop a rich description of classroom conversation in technology. The study identified four over-arching elements of conversation across four stages of the unit undertaken by the students. Within each with element various sub-elements, are identified. Defined as sources of conversation which contribute to classroom conversations in technology education, the elements are identified as Funds of Knowledge, Making Connections and Links, Management of Learning, and Technology Knowledge and Skills. The study enhances our understanding of elements of conversation that assist student learning in technology. It also presents new findings on knowledge students bring to technology and challenges existing findings on students’ ability to transfer knowledge from one curriculum domain to other.
      PubDate: 2016-02-01
  • Influence of design training and spatial solution strategies on spatial
           ability performance
    • Abstract: Abstract Numerous studies have reported that spatial ability improves through training. This study investigated the following: (1) whether design training enhances spatial ability and (2) whether differing solution strategies are applied or generated following design training. On the basis of these two research objectives, this study divided the participants into design and non-design groups. Each participant in these groups was required to complete three spatial tests and one solution strategy questionnaire. This study found that the participants in the design group outperformed those in the non-design group regarding spatial visualization and spatial relations; however, the two groups showed no difference in visuospatial perceptual speed performance. The design and non-design groups adopted different solution strategies; the design group used the holistic strategy, whereas the non-design group used the analytical strategy.
      PubDate: 2016-02-01
  • The reality of STEM education, design and technology teachers’
           perceptions: a phenomenographic study
    • Abstract: Abstract The supply of highly qualified scientists, technologists, engineers and mathematicians is perceived by governments globally as being vital in securing economic prosperity, but somewhere along the line pupils are being ‘switched off’, and disengage with the study of science, technology, engineering and mathematics (STEM) beyond compulsory schooling. Improved STEM Education is presented as a way forward, and the supply of well qualified teachers is perceived as integral to achieving this vision. However in England and Wales, as government funded teacher training bursaries rise for those seeking to pursue a career in mathematics or science, funding for those wishing to train to teach engineering or design and technology is less lucrative. As individual disciplines both hold enormous potential to contribute to the STEM agenda, however currently this is not wholly realised. Set against a background of policy reform and curriculum change, this paper seeks to explore the ways teachers of design and technology perceive STEM, and how the range in variation of perception, relates to design and technology pedagogy. Phenomenography is the adopted methodology, and as such this paper explores participant’s pedagogical understanding and perceptions from a non-dualistic ontological stance. The primary research tool was interview, which following data analysis, categories of description were formed to create empirically grounded outcome spaces. Outcomes from this study show that teacher’s perception of STEM, their personal knowledge, and understanding of that knowledge, is intrinsically linked to the effectiveness of STEM delivery in their own classroom practice. In conclusion, findings from this study would support, in order for learners (pupils) to become STEM literate, that teachers of all STEM subjects be supported to explore ways in which they can best foster mutually reciprocal arrangements with their STEM counterparts.
      PubDate: 2016-02-01
  • Sketching by design: teaching sketching to young learners
    • Abstract: Abstract Recent science educational reforms in the United States have prompted increased efforts to teach engineering design as an approach to improve STEM (Science, Technology, Engineering, and Mathematics) learning in K-12 classrooms. Teaching design in early grades is a new endeavor for teachers in the United States. Much can be learned from design teaching and research on K-12 design education outside of the US. The purpose of this study was to explore how students learn and use design sketching to support their learning of science and design practices. Researchers provided a treatment of design sketching instruction based on best practices of prior research finding (Hope in Des Technol Educ Int J 10: 43–53, 2005; Gustafson et al. J Technol Educ 19(1):19–34, 2007). A delayed treatment model was used to provide a two-group counterbalanced quasi-experimental design to compare an experimental group and comparison (delayed treatment) group results from (6) grade 3 classrooms. Researchers employed Hope’s Des Technol Educ Int J 10: 43–53, (2005) frame to organize sketching data for analysis. Findings from this study indicated that design instruction treatment did improve student’s design and communication practices, moving from using sketching as a container of ideas to the use of sketching as a form of design communication and to refine design ideas. Both the treatment and comparison groups improved sketching skills after treatment was provided to both groups. Sketching is a design practice that can also help student learn science concepts through the generation of mental models of conceptual understanding.
      PubDate: 2016-01-30
  • Editorial
    • PubDate: 2016-01-07
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2015