for Journals by Title or ISSN
for Articles by Keywords
help
  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 297 journals)
    - CERAMICS, GLASS AND POTTERY (26 journals)
    - MACHINERY (33 journals)
    - MANUFACTURING AND TECHNOLOGY (184 journals)
    - METROLOGY AND STANDARDIZATION (4 journals)
    - PACKAGING (15 journals)
    - PAINTS AND PROTECTIVE COATINGS (5 journals)
    - PLASTICS (28 journals)
    - RUBBER (2 journals)

MANUFACTURING AND TECHNOLOGY (184 journals)                     

Showing 1 - 73 of 73 Journals sorted alphabetically
3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 14)
Additive Manufacturing     Hybrid Journal   (Followers: 8)
Advanced Manufacturing: Polymer & Composites Science     Open Access   (Followers: 26)
Advances in Adaptive Data Analysis     Hybrid Journal   (Followers: 8)
Advances in Manufacturing     Hybrid Journal   (Followers: 3)
Advances in Manufacturing Science and Technology     Open Access   (Followers: 7)
Advances in Technology Innovation     Open Access   (Followers: 1)
Afrique Science : Revue Internationale des Sciences et Technologie     Open Access   (Followers: 2)
American Journal of Applied Sciences     Open Access   (Followers: 28)
American Journal of Nanotechnology     Open Access   (Followers: 26)
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: 8)
Applied Ergonomics     Full-text available via subscription   (Followers: 13)
Asia Pacific Biotech News     Hybrid Journal   (Followers: 2)
Asian Journal of Applied Sciences     Open Access   (Followers: 2)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Behavioral and Cognitive Neuroscience Reviews     Hybrid Journal   (Followers: 20)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access   (Followers: 1)
Biotechnology     Open Access   (Followers: 6)
Biotechnology Progress     Hybrid Journal   (Followers: 39)
Bulletin of Science, Technology & Society     Hybrid Journal   (Followers: 5)
CATTECH     Hybrid Journal   (Followers: 1)
Centaurus     Hybrid Journal   (Followers: 3)
Circuit World     Hybrid Journal   (Followers: 15)
Clay Technology     Full-text available via subscription  
Cold Regions Science and Technology     Hybrid Journal   (Followers: 3)
Comparative Technology Transfer and Society     Full-text available via subscription   (Followers: 3)
Components, Packaging and Manufacturing Technology, IEEE Transactions on     Hybrid Journal   (Followers: 26)
Composites Science and Technology     Hybrid Journal   (Followers: 171)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Computer-Aided Design and Applications     Hybrid Journal   (Followers: 4)
Control Theory and Informatics     Open Access   (Followers: 7)
Cryoletters     Full-text available via subscription   (Followers: 3)
Decision Making in Manufacturing and Services     Open Access   (Followers: 1)
Design Journal : An International Journal for All Aspects of Design     Hybrid Journal   (Followers: 29)
Design Studies     Hybrid Journal   (Followers: 30)
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: 17)
Emerging Materials Research     Hybrid Journal   (Followers: 2)
Environmental Technology     Hybrid Journal   (Followers: 4)
Fibers     Open Access   (Followers: 7)
Fibers and Polymers     Full-text available via subscription   (Followers: 6)
Foresight     Hybrid Journal   (Followers: 7)
FORMakademisk     Open Access  
Futures     Hybrid Journal   (Followers: 14)
Gender, Technology and Development     Hybrid Journal   (Followers: 8)
Green Materials     Hybrid Journal   (Followers: 1)
History and Technology: An International Journal     Hybrid Journal   (Followers: 10)
Human Factors in Design     Open Access   (Followers: 5)
Hybrid Materials     Open Access  
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (Followers: 6)
IETE Journal of Research     Open Access   (Followers: 11)
IETE Technical Review     Open Access   (Followers: 11)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 36)
Información Tecnológica     Open Access  
Innovation: Management, Policy & Practice     Hybrid Journal   (Followers: 17)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 11)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (Followers: 12)
Integrating Materials and Manufacturing Innovation     Open Access   (Followers: 7)
International Journal for Quality Research     Open Access   (Followers: 3)
International Journal for the History of Engineering and Technology     Hybrid Journal   (Followers: 4)
International Journal of Additive and Subtractive Materials Manufacturing     Hybrid Journal   (Followers: 2)
International Journal of Advanced Design and Manufacturing Technology     Open Access   (Followers: 7)
International Journal of Automation and Logistics     Hybrid Journal   (Followers: 5)
International Journal of Bifurcation and Chaos     Hybrid Journal   (Followers: 2)
International Journal of Business and Systems Research     Hybrid Journal   (Followers: 1)
International Journal of CAD/CAM     Open Access   (Followers: 1)
International Journal of Design     Open Access   (Followers: 26)
International Journal of Energy Technology and Policy     Hybrid Journal   (Followers: 7)
International Journal of Engineering and Manufacturing     Open Access   (Followers: 1)
International Journal of Experimental Design and Process Optimisation     Hybrid Journal   (Followers: 5)
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     Hybrid Journal   (Followers: 9)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (Followers: 9)
International Journal of Law and Information Technology     Hybrid Journal   (Followers: 4)
International Journal of Learning Technology     Hybrid Journal   (Followers: 9)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 14)
International journal of materials research     Full-text available via subscription   (Followers: 1)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 9)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 8)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (Followers: 5)
International Journal of Planning and Scheduling     Hybrid Journal   (Followers: 2)
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: 4)
International Journal of Quality Engineering and Technology     Hybrid Journal   (Followers: 3)
International Journal of Service and Computing Oriented Manufacturing     Hybrid Journal   (Followers: 2)
International Journal of Social and Humanistic Computing     Hybrid Journal   (Followers: 1)
International Journal of System of Systems Engineering     Hybrid Journal   (Followers: 2)
International Journal of Technoentrepreneurship     Hybrid Journal   (Followers: 2)
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: 3)
International Journal of Technology Intelligence and Planning     Hybrid Journal   (Followers: 1)
International Journal of Technology Management     Hybrid Journal   (Followers: 4)
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   (Followers: 1)
International Journal of Vehicle Autonomous Systems     Hybrid Journal  
International Journal of Vehicle Design     Hybrid Journal   (Followers: 6)
International Wood Products Journal     Hybrid Journal   (Followers: 3)
ITL - International Journal of Applied Linguistics     Full-text available via subscription   (Followers: 14)
Journal for Manufacturing Science and Production     Hybrid Journal   (Followers: 6)
Journal for New Generation Sciences     Open Access   (Followers: 2)
Journal of Analytical Science & Technology     Open Access   (Followers: 6)
Journal of Applied Sciences     Open Access   (Followers: 5)
Journal of Control & Instrumentation     Full-text available via subscription   (Followers: 8)
Journal of Control Theory and Applications     Hybrid Journal   (Followers: 2)
Journal of Design Research     Hybrid Journal   (Followers: 14)
Journal of Engineering and Technology     Open Access   (Followers: 6)
Journal of Enterprise Transformation     Hybrid Journal   (Followers: 1)
Journal of Frugal Innovation     Open Access  
Journal of High Technology Management Research     Hybrid Journal   (Followers: 2)
Journal of Industrial and Production Engineering     Hybrid Journal   (Followers: 3)
Journal of large-scale research facilities JLSRF     Open Access  
Journal of Law, Information and Science     Full-text available via subscription   (Followers: 23)
Journal of Machinery Manufacturing and Automation     Open Access   (Followers: 2)
Journal of Materials Science Research     Open Access   (Followers: 8)
Journal of Micro-Bio Robotics     Hybrid Journal  
Journal of Middle European Construction and Design of Cars     Open Access   (Followers: 2)
Journal of Nanobiotechnology     Open Access   (Followers: 4)
Journal of Operations and Supply Chain Management     Open Access   (Followers: 7)
Journal of Production Research & Management     Full-text available via subscription   (Followers: 1)
Journal of Remanufacturing     Open Access   (Followers: 4)
Journal of Scientific and Industrial Research (JSIR)     Open Access   (Followers: 9)
Journal of Sensor Technology     Open Access   (Followers: 3)
Journal of Sensors and Sensor Systems     Open Access   (Followers: 7)
Journal of Sustainable Metallurgy     Hybrid Journal   (Followers: 3)
Journal of Technology in Human Services     Hybrid Journal   (Followers: 3)
Journal of Technology Management in China     Hybrid Journal   (Followers: 1)
Journal of the Chinese Institute of Industrial Engineers     Hybrid Journal   (Followers: 1)
Journal of The Royal Society Interface     Full-text available via subscription   (Followers: 8)
Journal of Urban Technology     Hybrid Journal   (Followers: 4)
Jurnal Energi Dan Manufaktur     Open Access  
Lasers in Manufacturing and Materials Processing     Full-text available via subscription  
Leibniz Transactions on Embedded Systems     Open Access  
Lightweight Design     Hybrid Journal   (Followers: 5)
Main Science and Technology Indicators - Principaux indicateurs de la science et de la technologie     Full-text available via subscription  
Management and Production Engineering Review     Open Access   (Followers: 2)
Manufacturing Letters     Full-text available via subscription  
Manufacturing Review     Open Access   (Followers: 1)
Manufacturing Science and Technology     Open Access   (Followers: 2)
Materials Science and Engineering: B     Hybrid Journal   (Followers: 20)
Materials testing. Materialprüfung     Full-text available via subscription   (Followers: 6)
Microgravity Science and Technology     Hybrid Journal   (Followers: 1)
Modern Electronic Materials     Open Access  
NanoEthics     Hybrid Journal   (Followers: 1)
Nature Biotechnology     Full-text available via subscription   (Followers: 463)
NDT & E International     Hybrid Journal   (Followers: 53)
Perspectives on Global Development and Technology     Hybrid Journal  
Plastics, Rubber and Composites     Hybrid Journal   (Followers: 7)
Procedia CIRP     Open Access   (Followers: 2)
Procedia IUTAM     Open Access  
Procedia Manufacturing     Open Access  
Production     Open Access  
Production & Manufacturing Research     Open Access   (Followers: 1)
Reliability Engineering & System Safety     Hybrid Journal   (Followers: 18)
Remote Sensing Letters     Hybrid Journal   (Followers: 40)
Research Papers Faculty of Materials Science and Technology Slovak University of Technology     Open Access   (Followers: 3)
Revista Latinoamericana de Metalurgia y Materiales     Open Access  
Revista Produção Online     Open Access  
Science and Technology of Advanced Materials     Open Access   (Followers: 6)
Science China Materials     Hybrid Journal  
Scientia Canadensis: Canadian Journal of the History of Science, Technology and Medicine / Scientia Canadensis : revue canadienne d'histoire des sciences, des techniques et de la médecine     Full-text available via subscription   (Followers: 5)
Strategic Design Research Journal     Open Access  
Structural Health Monitoring     Hybrid Journal   (Followers: 6)
Sustainability : The Journal of Record     Hybrid Journal   (Followers: 6)
Synthesis Lectures on Engineers, Technology and Society     Full-text available via subscription  
Synthesis Lectures on Image, Video, and Multimedia Processing     Full-text available via subscription   (Followers: 3)
Technical Communication Quarterly     Hybrid Journal   (Followers: 7)
Techniques et culture     Open Access   (Followers: 1)
Technological Forecasting and Social Change     Hybrid Journal   (Followers: 9)
Technology Analysis & Strategic Management     Hybrid Journal   (Followers: 7)
Technology and Culture     Full-text available via subscription   (Followers: 24)
Technology in Society     Hybrid Journal   (Followers: 4)
Technovation     Hybrid Journal   (Followers: 14)
Tire Science and Technology     Full-text available via subscription   (Followers: 3)
Traitements et Materiaux     Free   (Followers: 18)
Tsinghua Science & Technology     Hybrid Journal   (Followers: 1)
Underwater Technology: The International Journal of the Society for Underwater     Full-text available via subscription   (Followers: 1)
World Review of Science, Technology and Sustainable Development     Hybrid Journal   (Followers: 3)
Вісник Приазовського Державного Технічного Університету. Серія: Технічні науки     Open Access  

           

Journal Cover International Journal of Technology and Design Education
  [SJR: 0.573]   [H-I: 24]   [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  [2353 journals]
  • Growing misconception of technology: investigation of elementary
           students’ recognition of and reasoning about technological artifacts
    • Authors: Mehmet Firat
      Pages: 183 - 199
      Abstract: Abstract Knowledge of technology is an educational goal of science education. A primary way of increasing technology literacy in a society is to develop students’ conception of technology starting from their elementary school years. However, there is a lack of research on student recognition of and reasoning about technology and technological artifacts. In this respect, the purpose of this study was to determine elementary school students’ recognition of and reasoning about technological artifacts. In line with this purpose, a survey was conducted with 239 elementary school students from Turkey. For the analysis of the quantitative data collected, independent sample t test, one-way ANOVA and descriptive statistics were used. For the analysis of the qualitative data, content analysis was used. The results revealed that the students’ recognition of and reasoning about technological artifacts were not wrong yet not efficient. In addition, it was also found out that the students’ technology recognition differed depending on the socioeconomic levels of their schools in relation to digital divide and on their parents’ educational backgrounds. When the students’ views were examined, it was seen that electricity was a requirement for anything to be regarded as technology. Suggestions were put forward for researchers, teachers as well as for parents regarding students’ understanding of technology.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9351-y
      Issue No: Vol. 27, No. 2 (2017)
       
  • Transitioning Design and Technology Education from physical classrooms to
           virtual spaces: implications for pre-service teacher education
    • Authors: Marnie Best; Denise MacGregor
      Pages: 201 - 213
      Abstract: Abstract Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding online, or blended learning, has focussed on theoretically-founded learning areas, with less attention directed toward fundamentally practical learning areas, such as Design and Technology Education. Situated within the Bachelor of Education (Early Childhood Education, Primary, and Primary/Middle) degrees at the University of South Australia, Australia, this study captures the design, development and delivery of a blended Design and Technology course with first and third year pre-service teachers. Drawing on course learning analytics, pre-service teacher responses, and the reflective practice of teaching academics, this paper highlights the facilitators and challenges in transitioning to a blended model of curriculum delivery that addresses the contexts of the Australian Curriculum: Technologies.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9350-z
      Issue No: Vol. 27, No. 2 (2017)
       
  • Uncovering procedural knowledge in craft, design, and technology
           education: a case of hands-on activities in electronics
    • Authors: Matti Pirttimaa; Jukka Husu; Mika Metsärinne
      Pages: 215 - 231
      Abstract: Abstract Different knowledge types have their own specific features and tasks in the learning process. Procedural knowledge is used in craft and technology education when students solve problems individually and share their working knowledge with others. This study presents a detailed analysis of a one student’s learning process in technology education and the procedural knowledge used during learning tasks. Thus, procedural knowledge is mainly produced when acting, and includes students’ goal-directed actions related to the craft, design and technology processes and their learning content. These knowledge practices also include multiple interactions with teachers and other students. The findings show six different knowledge practices: observing, checking and asking, revising, guided representative action, self-directed representative action, and comprehended action. These knowledge practices actively relate to each other, and, in concert, they constitute chains of actions that constitute two different types of procedural knowledge: proactive knowledge and executive knowledge. We conclude by discussing how these knowledge practices can be used to develop our understanding of the teaching and learning of craft, design and technology.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9345-9
      Issue No: Vol. 27, No. 2 (2017)
       
  • Predicting academic success and technological literacy in secondary
           education: a learning styles perspective
    • Authors: Stanislav Avsec; Agnieszka Szewczyk-Zakrzewska
      Pages: 233 - 250
      Abstract: This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing information, thinking, perceiving information, physical and time learning preferences, and sociological, emotional, and environmental learning preferences. Student performance was measured with grade point average (GPA) and TL level. Results show that 69 and 65 % of the variance in GPA and TL, respectively, can be explained by learning style predictors. Responsible and visual learning styles are the best positive predictors of GPA, while a reflective learner is the best negative predictor. Self-motivated and global learners are the best positive predictors of TL, while the need for authority figures and a theorist learning orientation are the best negative predictors of TL. The practical implications are that secondary schools should collect learning style data before helping students accordingly to be successful and more technologically literate. Highly conforming, global, and visual theorists might be offered more challenging tasks and special commendations on their projects, whereas more reflective and kinaesthetic students could receive more unstructured instruction in a busy environment with learning objects that incorporate innovative experiences, personalised information, and many associations. Assimilators need more textual material, more criterion-referenced instructions to achieve higher-order thinking learning objectives, more time to complete activities or assignments, more abstract problems, and unconstrained design conditions to improve their TL.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9344-x
      Issue No: Vol. 27, No. 2 (2017)
       
  • The use of an online learning and teaching system for monitoring computer
           aided design student participation and predicting student success
    • Authors: S. Akhtar; S. Warburton; W. Xu
      Pages: 251 - 270
      Abstract: Abstract In this paper we report on the use of a purpose built Computer Support Collaborative learning environment designed to support lab-based CAD teaching through the monitoring of student participation and identified predictors of success. This was carried out by analysing data from the interactive learning system and correlating student behaviour with summative learning outcomes. A total of 331 undergraduate students, from eight independent groups at the University of Surrey took part in this study. The data collected included: time spent on task, class attendance; seating location; and group association. The application of ANOVA and Pearson correlation to quantized data demonstrated that certain student behaviours enhanced their learning performance. The results indicated that student achievement was positively correlated with attendance, social stability in terms of peer grouping, and time spent on task. A negative relationship was shown in student seating distance relative to the lecturer position. Linear regression was used in the final part of this study to explore the potential for embedding predictive analytics within the system to identify students at-risk of failure. The results were encouraging. They suggest that learning analytics can be used to predict student outcomes and can ensure that timely and appropriate teaching interventions can be incorporated by tutors to improve class performance.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9346-8
      Issue No: Vol. 27, No. 2 (2017)
       
  • Time pressure and creativity in industrial design
    • Authors: Shih-Wen Hsiao; Ming-Feng Wang; Chien-Wie Chen
      Pages: 271 - 289
      Abstract: Abstract Creativity is a critical aspect of competitiveness in all trades and professions. In the case of designers, creativity is of the utmost importance. Based on the perspective of industrial design, the relationship between creativity and time pressure was investigated in this study using control and experimental groups. In the first part of the study, fuzzy theory, the Creative Product Analysis Matrix, the Analytic Hierarchy Process, and Consensus Assessment Techniques were integrated to establish a method to evaluate creativity in industrial design. Moreover, the experimental and control groups were compared using three tests: the Torrance Tests of Creative Thinking, the product concept development test, and the product aesthetic development test. Six hypotheses were examined. Based on an analysis of the results, suggestions are offered to improve creativity management. The suggestions can serve as reference for creativity management of individuals, groups and companies in order to make the concept generating process more efficient.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9343-y
      Issue No: Vol. 27, No. 2 (2017)
       
  • Effects of various sketching tools on visual thinking in idea development
    • Authors: Po Ying Chu; Hsiu Yen Hung; Chih Fu Wu; Yen Te Liu
      Pages: 291 - 306
      Abstract: Due to the wide application of digital tools and the improvement in interactive technologies, design thinking might change in digital world comparing to that in traditional design process. This study aims to explore the difference of design thinking between three kinds of sketching tools, i.e. hand-sketch, tablet, and pen-input display, by means of conducting 27 sessions of design trials. Totally, nine industrial design students as the participants were recruited to develop the concept sketches. Each participant has to undertake three sessions, and use one of the three kinds of sketching tool in one session for about 40 min. With a retrospective interview survey to all the participants followed by a protocol analysis to the transcriptions of the interview, a coding framework including six visual think behavior codes (i.e. transform, manipulate, concretize, abstract, modify and timescan) and four visual thinking strategy codes (thinking, feeling watching/listening, and other) were developed, and used to analyze the difference of occurrence frequency of the visual thinking behaviors and strategies. Furthermore, a one-way ANOVA and stepwise regression analysis were applied to inspect the correlation of behaviors and strategies of design visual thinking. The results show the different roles of sketching tools in affecting the occurrences frequency of various visual thinking behaviors and strategies, and the correlation between visual thinking strategies and behaviors. The conclusion was made by proposing the approach facilitating the design concept development in design education within digital world as well as the suggestion to future research work.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9349-5
      Issue No: Vol. 27, No. 2 (2017)
       
  • Deconstructing the Tower of Babel: a design method to improve empathy and
           teamwork competences of informatics students
    • Authors: Teresa Blanco; Ignacio López-Forniés; Francisco Javier Zarazaga-Soria
      Pages: 307 - 328
      Abstract: Abstract The competence-based education recently launched in Spanish universities presents a set of abilities and skills that are difficult to teach to students in higher and more technologically-oriented grades. In this paper, a teaching intervention that is based on design methodologies is proposed, to upgrade the competitive capacities of computer engineering students. In particular, this intervention targets those aspects relating to working in multidisciplinary teams and to defining requirements based on the user’s empathy and knowledge. The main idea inspiring this technique is that the underlying challenge is a communication problem. As Brooks (1995) states in his book The Mythical Man-Month: Essays on Software Engineering, even a project having all of the prerequisites for success (a clear mission, manpower, materials, time and adequate technology) could fail as a Tower of Babel. The proposed technique through mixed methods has been evaluated with students enrolled in different courses, confirming the repeatability and validity of this method from quantitative measurement, from observation of the results, and from ascertaining the value perceived by students and their attitudes.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9348-6
      Issue No: Vol. 27, No. 2 (2017)
       
  • From the islands of knowledge to a shared understanding:
           interdisciplinarity and technology literacy for innovation in smart
           electronic product design
    • Authors: Teresa Blanco; Roberto Casas; Eduardo Manchado-Pérez; Ángel Asensio; Jose M. López-Pérez
      Pages: 329 - 362
      Abstract: Abstract In the context of the evolving Internet, a balance between technological advances and meaning change is crucial to develop innovative and breakthrough “connected electronics” that enable the Internet of Things. Designers and technologists are key enablers of this process respectively, ensuring adequate users’ needs and technology development, inside the evolving context of social environment and human relations. Smart electronic product design must be a truly interdisciplinary process, in which technologists are aware of how much their decisions impact the user-product relationship and designers understand the full potential and associated limitations of technology involved. Shared knowledge and communication are essential in this scenario, but, due to their technological limitations, designers are often excluded from high-level decision processes. In this paper, we address the design of constructivist tools and associated strategy to enhance the technological literacy of designers, as a strong foundation for knowledge-based dialogue between these realms. We demonstrate its effectiveness in a long-term multidisciplinary Project-Based Learning application with Design and Electronics students. We present the cases from 2 years’ experimentation (with the first year as control group) that demonstrate improvement in the quality of teamwork; in learning results; improved performance of the students reflected in the quality of the projects developed; and positive teachers’ and students’ evaluations. We conclude that the use of the proposed tool not only provides the designer an active voice in the process of designing smart electronics, but also promotes an effective common language between these two worlds.
      PubDate: 2017-06-01
      DOI: 10.1007/s10798-015-9347-7
      Issue No: Vol. 27, No. 2 (2017)
       
  • The things that belong: a grounded theory study of student categorizations
           of complex technical artifacts
    • Authors: Michael T. Rücker; Niels Pinkwart
      Abstract: Technical artifacts play a central role in teaching and learning about technology. The artifact exemplars used in the classroom to illustrate and discuss various technological concepts should therefore be carefully chosen in order to actually support the abstraction and successful transfer of these concepts. Research from the learning and cognitive sciences strongly suggests that this requires an understanding of how students actually perceive and conceptualize various technical artifacts, what similarities, differences and features are most salient and meaningful in their eyes. In this paper, we propose a grounded theory of how students differentiate and relate various complex technical artifacts. The core of our theory is formed by four hierarchically ordered juxtapositions: (1) technology versus non-technology, (2) everyday versus specialized, (3) private versus public, and (4) luxury versus necessity, which divide the realm of technical artifacts into five broad categories: high technology, household technology, public technology, real technology, and no/low technology. Our claim is that these differentiations and categories are generally salient and meaningful for students. Based on the theory of variation, we outline how they might help educators make more informed and systematic selections of exemplar artifacts to use in the classroom.
      PubDate: 2017-07-21
      DOI: 10.1007/s10798-017-9419-y
       
  • New Zealand secondary technology teachers’ perceptions:
           “technological” or “technical” thinking'
    • Authors: Elizabeth Reinsfield; P. John Williams
      Abstract: Abstract Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.
      PubDate: 2017-07-06
      DOI: 10.1007/s10798-017-9418-z
       
  • Engineering attitudes: an investigation of the effect of literature on
           student attitudes toward engineering
    • Authors: Geoffrey Albert Wright
      Abstract: Abstract The growth of STEM career occupations is outpacing the college enrollment of STEM students in the United States. There have been many research projects investigating this issue. There has not however been a study which investigated the impact non-fiction literature has on student interest in studying STEM (specifically engineering) content. The purpose of this study was to investigate the change of student attitudes toward engineering after reading literature involving non-fiction engineering centric narratives. The study used a modified version of the PATT (Pupils Attitudes Towards Technology) called the TEAS (Technology and Engineering Attitudes Scale) to measure student attitude change. The students were high-school aged students in the United States (ages: 15–17) who were enrolled in an English Literature course. The students completed the TEAS before and after reading and studying two engineering and technology centric non-fiction books (The Boy Who Harnessed The Wind and October Sky). The data revealed that student attitude after reading and studying the two books did not statistically change.
      PubDate: 2017-07-04
      DOI: 10.1007/s10798-017-9417-0
       
  • The cosmopolitan engineering student: an analysis of a recruitment
           campaign for KTH Royal Institute of Technology in Stockholm
    • Authors: Patricia Kingdon
      Abstract: Abstract This paper presents a study that seeks to examine the messages conveyed in one of the initiatives that have been initialized in order to make young people interested in pursuing engineering studies at technological universities. The study is a case study of the web-based advertising (recruitment) campaign KTH from the Inside designed for KTH Royal Institute of Technology. The analysis draws on a theoretical framework from governmentality studies. The analysis of the campaign conclude that the ideal engineering constructed in the campaign is one of an individual who meets the requirements asked of a lifelong learner with cosmopolitan aspirations. This is an ideal that builds on a notion of progress associated with social progress and sustainability. This is a break with historical and cultural patterns, which symbolically have linked technology to capitalist profitability and masculinity. Though a break with gender patterns is suggested the ideal subject constructed in the campaign is almost exclusively based on the students on Masters’ level. This excludes students at Bachelor programmes. This I argue is problematic as it narrows the recruitment of students to technological universities to a small group of students.
      PubDate: 2017-06-28
      DOI: 10.1007/s10798-017-9405-4
       
  • How school context and personal factors relate to teachers’ attitudes
           toward teaching integrated STEM
    • Authors: Lieve Thibaut; Heidi Knipprath; Wim Dehaene; Fien Depaepe
      Abstract: Abstract Integrated Science, Technology, Engineering and Mathematics (STEM) education is an emerging approach to improve students’ achievement and interest in STEM disciplines. However, the implementation of integrated STEM education depends strongly on teachers’ competence, which entails, among others, teachers’ attitudes. Nonetheless, not much is known about the factors that influence teachers’ attitudes toward teaching integrated STEM. Therefore this paper uses a survey method to get insight into the relationship between three groups of variables and teachers’ attitudes toward teaching integrated STEM: teacher background characteristics, personal attitudes and school context variables. The results of the multiple regression analyses reveal three variables that are positively linked with teachers’ attitudes: professional development, personal relevance of science and social context. Moreover two variables show a negative correlation: having more than 20 years of teaching experience and experience in mathematics. The results of this study provide valuable information about factors related to teachers’ attitudes toward teaching integrated STEM. Moreover, these results can be deployed by school administrators to guide them when implementing integrated STEM education in their school.
      PubDate: 2017-06-20
      DOI: 10.1007/s10798-017-9416-1
       
  • Factors influencing student success on open-ended design problems
    • Authors: Scott R. Bartholomew; Greg J. Strimel
      Abstract: Abstract Open-ended design problems have become an important component in our educational landscape (Grubbs and Strimel in J STEM Teach Educ 50(1):77–90, 2015; Jonassen et al. in J Eng Educ 95:139–151, 2006; National Research Council in Education for life and work: developing transferable knowledge and skills in the 21st Century, National Academies Press, Washington, 2012; Strimel in Technol Eng Teach 73(7):8–18, 2014a). The ability of students to confront open-ended problem scenarios, think creatively, and produce novel designs have all been lauded as necessary skills for today’s twenty first century learners (Partnership for 21st Century Skills in P21 framework definitions, Author, Washington, 2016). This emphasis on open-ended design problems in problem-based learning scenarios has been tied to workforce and higher education preparation for students (National Academy of Engineering and National Research Council in STEM integration in K–12 education: status, prospects, and an agenda for research, National Academies Press, Washington, 2014; National Research Council in Engineering in K–12 education: understanding the status and improving the prospects, National Academies Press, Washington, 2009; Strimel in Technol Eng Teach 73(5):16–24, 2014b). However, little research has been conducted to identify the impact of potentially-influential factors on student success in such open-ended design scenarios. Therefore, the researchers examined data from 706 middle school students, working in small groups, as they completed an open-ended design challenge to determine the relationships between a variety of potentially-influential factors and student performance, as measured through adaptive comparative judgment. The analysis of the data revealed several relationships, significant and not significant, between identified variables and student success on open-ended design challenges.
      PubDate: 2017-06-16
      DOI: 10.1007/s10798-017-9415-2
       
  • Using software to engage design students in academic writing
    • Authors: Adam Aitken; Darrall G. Thompson
      Abstract: Abstract First year undergraduate design students have found difficulties in realising the standards expected for academic writing at university level. An assessment initiative was used to engage students with criteria and standards for a core interdisciplinary design subject notable for its demanding assessment of academic writing. The same graduate attribute categories linked to assessment criteria and web-based software (REVIEW™) were used for assessing students’ other design assignments. Students engaged with criterion-referenced assessment of an essay exemplar in order to reflect on their own essay writing process. Tutor marking of the exemplar and student essays used a visual mark on a grading scale to reveal the variation between the tutor’s marks and students’ own judgments against each criterion. Data from the software and post-semester focus group discussions and questionnaires showed that the initiative promoted engagement and dialogue between tutors and students and fostered independence and confidence. Results suggest that students’ understanding of the required academic writing standards was improved by this reflective intervention and increased their appreciation that writing and research skills are important attributes for designers.
      PubDate: 2017-06-07
      DOI: 10.1007/s10798-017-9413-4
       
  • STEM education in the twenty-first century: learning at work—an
           exploration of design and technology teacher perceptions and practices
    • Authors: Dawne Bell; David Morrison-Love; David Wooff; Matt McLain
      Abstract: Abstract Teachers’ knowledge of STEM education, their understanding, and pedagogical application of that knowledge is intrinsically linked to the subsequent effectiveness of STEM delivery within their own practice; where a teacher’s knowledge and understanding is deficient, the potential for pupil learning is ineffective and limited. Set within the context of secondary age phase education in England and Wales (11–16 years old), this paper explores how teachers working within the field of design and technology education acquire new knowledge in STEM; how understanding is developed and subsequently embedded within their practice to support the creation of a diverse STEM-literate society. The purpose being to determine mechanisms by which knowledge acquisition occurs, to reconnoitre potential implications for education and learning at work, including consideration of the role which new technologies play in the development of STEM knowledge within and across contributory STEM subject disciplines. Underpinned by an interpretivist ontology, work presented here builds upon the premise that design and technology is an interdisciplinary educational construct and not viewed as being of equal status to other STEM disciplines including maths and science. Drawing upon the philosophical field of symbolic interactionism and constructivist grounded theory, work embraces an abductive methodology where participants are encouraged to relate design and technology within the context of STEM education. Emergent findings are discussed in relation to their potential to support teachers’ educational development for the advancement of STEM literacy, and help secure design and technology’s place as a subject of value within a twenty-first Century curriculum.
      PubDate: 2017-06-07
      DOI: 10.1007/s10798-017-9414-3
       
  • If you build it, will they come? Student preferences for Makerspace
           environments in higher education
    • Authors: Morgan M. Hynes; Wendy J. Hynes
      Abstract: Abstract The Maker Movement inspires people to express their creativity by making things in a self-directed and, often, collaborative learning endeavor. The excitement of the movement has spurred the development of various types of Makerspaces across the United States and the World to further enable people to make and innovate. The education community has recognized the potential for Makerspaces as learning environments that can foster interdisciplinary collaboration and self-directed learning. As such, there is much excitement to create Makerspaces within K-12 schools, libraries, colleges and universities. However, contrary to the formal design process used to build many school facilities, successful grass-roots makerspaces are most often created when those with like-minded interests come together and adapt the building around them to fit their needs. The research in this paper focuses on the design of such spaces by applying the environmental preferences predictors psychology construct. The study surveyed 276 students from art and design, engineering, and liberal arts majors to better understand their preferences as related to images of eight different Makerspaces. The results are broken down by the four predictors of preference, major, and gender. The results highlight differences among the images along with design considerations for creating spaces that welcome a broader audience.
      PubDate: 2017-06-03
      DOI: 10.1007/s10798-017-9412-5
       
  • Development of a Technology Education Cascading Theory through community
           engagement site-based support
    • Authors: Tomé Awshar Mapotse
      Abstract: Abstract If teachers are not equipped to teach Technology Education subject nationally and internationally, the continent of Africa will continue to bear the brunt of unsavoury results unless radical interventions are implemented to transform the situation. It is against this background that action research methods became a useful site-based support to empower Technology teachers at three sampled schools from Tshwane South Circuit in Gauteng Province of South Africa. The purpose of this study was to share fresh perspectives on how a sample of Technology teachers responded to content-related classroom practices during reflective action research activities that took place during community engagement contact sessions. These teachers, who are under qualified and unqualified to teach this subject, were engaged in circular and spiral action research cycles. The teachers’ engagement brought forth the development of Technology Education Cascading Theory. It was evident that community engagement activities served as a podium to transform teachers’ teaching of Technology Education and enhance learners’ achievement. The study was underpinned by cooperative enquiry theory and engaged participants in reflective practices of developmental action paradigm. Interaction with Technology Education teachers further revealed that most of them need their schools to budget for this Technology subject they are teaching.
      PubDate: 2017-06-02
      DOI: 10.1007/s10798-017-9411-6
       
  • Editorial
    • Authors: Marc J. de Vries
      PubDate: 2017-05-12
      DOI: 10.1007/s10798-017-9406-3
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.92.142.198
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016