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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 310 journals)
    - CERAMICS, GLASS AND POTTERY (27 journals)
    - MACHINERY (36 journals)
    - PACKAGING (17 journals)
    - PLASTICS (35 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: 20)
Additive Manufacturing     Hybrid Journal   (Followers: 9)
Advanced Manufacturing: Polymer & Composites Science     Open Access   (Followers: 33)
Advances in Adaptive Data Analysis     Hybrid Journal   (Followers: 7)
Advances in Manufacturing     Hybrid Journal   (Followers: 3)
Advances in Manufacturing Science and Technology     Open Access   (Followers: 8)
Advances in Technology Innovation     Open Access   (Followers: 5)
Afrique Science : Revue Internationale des Sciences et Technologie     Open Access   (Followers: 2)
American Journal of Applied Sciences     Open Access   (Followers: 26)
American Journal of Sensor Technology     Open Access   (Followers: 4)
Appita Journal: Journal of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 13)
Applied Ergonomics     Full-text available via subscription   (Followers: 15)
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: 4)
Behavioral and Cognitive Neuroscience Reviews     Hybrid Journal   (Followers: 22)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access   (Followers: 1)
Biotechnology     Open Access   (Followers: 5)
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: 28)
Composites Science and Technology     Hybrid Journal   (Followers: 183)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Computer-Aided Design and Applications     Hybrid Journal   (Followers: 6)
Control Theory and Informatics     Open Access   (Followers: 8)
Cryoletters     Full-text available via subscription   (Followers: 3)
Current Research in Nanotechnology     Open Access   (Followers: 25)
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: 32)
Economics of Innovation and New Technology     Hybrid Journal   (Followers: 18)
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: 13)
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: 6)
Hybrid Materials     Open Access   (Followers: 1)
i+Diseño : Revista científico-académica internacional de Innovación, Investigación y Desarrollo en Diseño     Open Access  
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (Followers: 5)
IETE Journal of Research     Open Access   (Followers: 10)
IETE Technical Review     Open Access   (Followers: 12)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 41)
Información Tecnológica     Open Access  
Innovation: Management, Policy & Practice     Hybrid Journal   (Followers: 16)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 11)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (Followers: 11)
Integrating Materials and Manufacturing Innovation     Open Access   (Followers: 6)
International Journal for Quality Research     Open Access   (Followers: 3)
International Journal for the History of Engineering and Technology     Hybrid Journal   (Followers: 1)
International Journal of Additive and Subtractive Materials Manufacturing     Hybrid Journal   (Followers: 4)
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: 3)
International Journal of Business and Systems Research     Hybrid Journal   (Followers: 1)
International Journal of Design     Open Access   (Followers: 27)
International Journal of Energy Technology and Policy     Hybrid Journal   (Followers: 7)
International Journal of Engineering and Manufacturing     Open Access   (Followers: 1)
International Journal of Engineering Materials and Manufacture     Open Access  
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: 9)
International Journal of Innovation Science     Hybrid Journal   (Followers: 10)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (Followers: 10)
International Journal of Law and Information Technology     Hybrid Journal   (Followers: 5)
International Journal of Learning Technology     Hybrid Journal   (Followers: 8)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 16)
International journal of materials research     Full-text available via subscription   (Followers: 2)
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   (Followers: 2)
International Journal of Production Management and Engineering     Open Access   (Followers: 5)
International Journal of Quality and Innovation     Hybrid Journal   (Followers: 6)
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: 1)
International Journal of Technological Learning, Innovation and Development     Hybrid Journal   (Followers: 6)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
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: 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   (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: 12)
Journal for Manufacturing Science and Production     Hybrid Journal   (Followers: 6)
Journal for New Generation Sciences     Open Access   (Followers: 3)
Journal of Analytical Science & Technology     Open Access   (Followers: 6)
Journal of Applied Sciences     Open Access   (Followers: 5)
Journal of Control Theory and Applications     Hybrid Journal   (Followers: 2)
Journal of Design Research     Hybrid Journal   (Followers: 15)
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: 4)
Journal of large-scale research facilities JLSRF     Open Access  
Journal of Law, Information and Science     Full-text available via subscription   (Followers: 18)
Journal of Machinery Manufacturing and Automation     Open Access   (Followers: 2)
Journal of Manufacturing and Materials Processing     Open Access  
Journal of Materials Science Research     Open Access   (Followers: 9)
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 Remanufacturing     Open Access   (Followers: 4)
Journal of Scientific and Industrial Research (JSIR)     Open Access   (Followers: 10)
Journal of Sensor Technology     Open Access   (Followers: 4)
Journal of Sensors and Sensor Systems     Open Access   (Followers: 11)
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: 9)
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: 3)
Manufacturing Letters     Full-text available via subscription   (Followers: 1)
Manufacturing Review     Open Access   (Followers: 1)
Manufacturing Science and Technology     Open Access   (Followers: 3)
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   (Followers: 1)
NanoEthics     Hybrid Journal   (Followers: 1)
Nature Biotechnology     Full-text available via subscription   (Followers: 520)
NDT & E International     Hybrid Journal   (Followers: 74)
Perspectives on Global Development and Technology     Hybrid Journal  
Plastics, Rubber and Composites     Hybrid Journal   (Followers: 8)
Procedia CIRP     Open Access   (Followers: 3)
Procedia IUTAM     Open Access  
Procedia Manufacturing     Open Access  
Production     Open Access  
Production & Manufacturing Research     Open Access   (Followers: 2)
Reliability Engineering & System Safety     Hybrid Journal   (Followers: 20)
Remote Sensing Letters     Hybrid Journal   (Followers: 41)
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   (Followers: 1)
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: 4)
Strategic Design Research Journal     Open Access   (Followers: 1)
Structural Health Monitoring     Hybrid Journal   (Followers: 6)
Surveys in Operations Research and Management Science     Hybrid Journal   (Followers: 3)
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: 6)
Techniques et culture     Open Access   (Followers: 1)
Technological Forecasting and Social Change     Hybrid Journal   (Followers: 12)
Technology Analysis & Strategic Management     Hybrid Journal   (Followers: 6)
Technology and Culture     Full-text available via subscription   (Followers: 22)
Technology in Society     Hybrid Journal   (Followers: 4)
Technovation     Hybrid Journal   (Followers: 16)
Tire Science and Technology     Full-text available via subscription   (Followers: 3)
Traitements et Materiaux     Free   (Followers: 19)
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]   [11 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  [2349 journals]
  • Modeling the relation between students’ implicit beliefs about their
           abilities and their educational STEM choices
    • Authors: Sandra I. van Aalderen-Smeets; Juliette H. Walma van der Molen
      Pages: 1 - 27
      Abstract: Despite the large body of research on students’ educational and career choices in the field of technology, design, and science, we still lack a clear understanding of how to stimulate more students to opt for a study path or career within the STEM fields (Science, Technology, Engineering, Mathematics). In this article, we outline a new theoretical framework to describe how students’ implicit belief about the malleability of their intelligence can be an important precursor of their STEM educational and career choice behavior. Based on the different bodies of literature about STEM choices and about students’ implicit beliefs about their abilities, we present three hypothetical pathways, in the form of testable models, that describe potential relations between the implicit theories that students may hold regarding the malleability of their STEM ability and students’ intentions to pursue a STEM career. Each pathway outlines a specific mediating factor influencing this relation: (a) self-efficacy beliefs, (b) stereotypical thinking, and (c) motivational beliefs. These pathways provide more insight into the underlying mechanisms that may affect STEM choice behavior. In our view, such a theoretical underpinning is a necessary prerequisite for further scientific investigation into the potential relations between students’ implicit beliefs about their potential development, relevant psychological variables, and STEM choice behavior. Furthermore, we believe it provides a theoretical foundation for practical interventions that aim to stimulate STEM choice behavior.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9387-7
      Issue No: Vol. 28, No. 1 (2018)
  • Technology education in preschool: providing opportunities for children to
           use artifacts and to create
    • Authors: Pernilla Sundqvist; Tor Nilsson
      Pages: 29 - 51
      Abstract: In recent years, technology has been emphasized as an important area in early childhood curricula; however, in many countries preschool does not have the tradition of teaching specific subjects, and research shows that many preschool staff members are unsure about what teaching technology should include and how it should be taught. Therefore, with the ambition of outlining recommendations for both preschool practice and the preschool-teacher program, we investigated what elements staff members include in educating preschool children in technology. We investigated the research question What do preschool staff members include as elements of technology education in preschool' through open-ended items on a questionnaire completed by 102 preschool teachers and daycare attendants in Sweden. The answers were analyzed inductively, resulting in a set of seven categories: Artifacts and systems in children’s environments, Create, Problem solving, The concept of technology, Experiments, Techniques/Motor skills, and Natural science. Some key results emerged. First, artifacts have a central place in preschool technology education, and at least three verbs relate to how these artifacts are addressed: use, create, and understand. Second, the content of technology education in government regulatory documents is described to varying extents by the participants, and sometimes not at all. Third, expected elements like play and the important role of the staff are not expressed in the answers. Possible explanations and implications for the results are discussed.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9375-y
      Issue No: Vol. 28, No. 1 (2018)
  • A place for food in Australian schools: a socio-historical review of food
    • Authors: Angela Turner; Judith Wilks
      Pages: 53 - 66
      Abstract: The historical development of food education in secondary schools in New South Wales Australia is a compelling yet under-researched area of interest. This review starts by exploring how food curricula have evolved since the 1700s to the present day juxtaposed on socio-economic and political factors. This review is interested in the role secondary food education may play in ‘supplying’ people into professional studies towards a career as a food technologist. Accordingly this review compares contemporary secondary food curriculum with related curricula in the higher education sector and establishes a marked dissonance between the two. The implications of this are then put forward. The drive to empower students to be enterprising and innovative twenty first century problem solvers in relation to food design through the interdisciplinary nature of food science is discussed, despite the uncertainty as to what degree Food Technology in schools is currently promoting these life-long and life-wide abilities in students. The authors suggest the lack of a theoretical underpinning may be holding the subject back from becoming a robust discipline. For this reason this review puts forward a conceptual framework for the study of food. The following review is relevant to secondary and higher education food education stakeholders (teachers, academics, curriculum developers, professional food industry) and higher education providers nationally and internationally, as the way in which food education is presented in secondary schooling is not contained to the Australian context alone.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9377-9
      Issue No: Vol. 28, No. 1 (2018)
  • Understanding attitude measurement: exploring meaning and use of the PATT
           short questionnaire
    • Authors: Johan Svenningsson; Magnus Hultén; Jonas Hallström
      Pages: 67 - 83
      Abstract: The pupils’ attitudes toward technology survey (PATT) has been used for 30 years and is still used by researchers. Since it was first developed, the validity of the questionnaire constructs has primarily been discussed from a statistical point of view, while few researchers have discussed the type of attitudes and interest that the questionnaire measures. The purpose of this study is to increase the knowledge about student interpretations and the meaning of their answers in the recently developed PATT short questionnaire (PATT-SQ). To research this, a mixed methods approach was used, where the qualitative data from six interviewees (students aged 14) help to explain and interpret the quantitative data from 173 respondents (students aged 12–15). The interviewed students completed a Swedish version of the PATT-SQ 3 weeks prior a semistructured interview. The results from this study imply that the PATT-SQ survey can be used mostly as it is, but this study also shows that there are some categories that require some caution when being analyzed and discussed. For example, the gender category cannot be used as intended since it does not measure what it is supposed to and it might be gender-biased. The interest category can advantageously be reduced to four items to focus on school technology, which will indicate how deep a student’s well-developed individual interest is. And the career category seems to only detect students’ who urge a career in technology, while the other students lack knowledge about what that career might be and therefore they are not interested in such a career.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9392-x
      Issue No: Vol. 28, No. 1 (2018)
  • The experiential domain: developing a model for enhancing practice in
           D&T education
    • Authors: Adrian O’Connor; Niall Seery; Donal Canty
      Pages: 85 - 99
      Abstract: Creativity and innovation are leading topics for the twenty-first century, not only in individual, cultural or social contexts but also within a wider perspective in business or economic development. For that reason, creative and innovative activities have started to feature in many design-based programs in second level education. Design and Technology (D&T) education has a special importance in promoting creativity and innovation, particularly when conceptual and material aspects of the design process reciprocally support one another. In the classroom, it is common for pupils to take part in creative and innovative activities in pairs or small groups. However, the complex and non-linear nature of these design-based activities calls for dynamic, collaborative problem solving. While collaborative settings and virtual learning environments in D&T education are receiving considerable attention in current research literature, we know very little about shared interactions in design-based activity. Accordingly, there is a need to examine both the collaborative and individual evidence of design-based activity by turning our attention to the interactions around that evidence as teachers and pupils engage in these activities. The purpose of this paper is to examine a pedagogical approach focusing on the social and cognitive interaction of teachers and pupils which is supported by technology and situated in the context of design-based activity. This research found that such interactions not only augmented the design process but led to a conceptual model which demonstrates evidence-based progress through the active configuration of knowledge and understanding.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9378-8
      Issue No: Vol. 28, No. 1 (2018)
  • Informing a pedagogy for design and problem-solving in hard materials by
           theorising technologists’ learning experiences
    • Authors: Patricia Potter; Bev France
      Pages: 101 - 120
      Abstract: Design and problem solving are central to technology and have distinguished learning in technology from other curriculum areas. This research investigated how expert technologists learn design and problem solving through experience. Data was collected from four expert technologists and this information was analysed using learning theories that focus on learning through experience—that is experiential learning theory, situated cognition, distributed cognition and activity theory. This framework of analysis provided evidence that learning through experience is central to these experts’ development and justify a broader construct of experience than normally associated with hard materials. This information supports curriculum development in hard materials technology that employs a wide range of experiences and provides justification for curriculum developers and teachers to justify, inform and develop effective design and problem solving learning programmes focussed on a broadened construct of experience.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9376-x
      Issue No: Vol. 28, No. 1 (2018)
  • Robotics and STEM learning: students’ achievements in assignments
           according to the P3 Task Taxonomy—practice, problem solving, and
    • Authors: Moshe Barak; Muhammad Assal
      Pages: 121 - 144
      Abstract: This study presents the case of development and evaluation of a STEM-oriented 30-h robotics course for junior high school students (n = 32). Class activities were designed according to the P3 Task Taxonomy, which included: (1) practice—basic closed-ended tasks and exercises; (2) problem solving—small-scale open-ended assignments in which the learner can choose the solution method or arrive at different answers; and (3) project-based learning—open-ended challenging tasks. The research aimed at exploring students’ working patterns, achievements in learning the course, and the impact of this experience on students’ motivation to learn STEM subjects. Evaluation tools included a final exam on factual, procedural and conceptual knowledge in the STEM subject learned in the course, class observations, interviews with the students, and administrating an attitude questionnaire before and after the course. Since the experimental class was quite heterogenic in regard to students’ prior learning achievements and motivation to learn, some of the students completed just the basic exercises, others coped well with the problem-solving tasks, and only a few took it upon themselves to carry out a complex project. However, all students showed high motivation to learn robotics and STEM subjects. In summary, robotics provides a very rich and attractive learning environment for STEM education. Yet, the realization of this potential depends largely on careful design of the course methodology and especially the students’ assignments in the class. One should recognize that often only some students are capable of learning a new subject on their own through project work, and these students also need to gain additional knowledge and skills before dealing with complex projects.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9385-9
      Issue No: Vol. 28, No. 1 (2018)
  • A path model of factors affecting secondary school students’
           technological literacy
    • Authors: Stanislav Avsec; Janez Jamšek
      Pages: 145 - 168
      Abstract: Technological literacy defines a competitive vision for technology education. Working together with competitive supremacy, technological literacy shapes the actions of technology educators. Rationalised by the dictates of industry, technological literacy was constructed as a product of the marketplace. There are many models that visualise different dimensions of technological literacy, but clear empirical evidence on how these interact is still lacking. A measurement method that comprehensively evaluates technological literacy is missing. Insights into the stem structure and interaction of technological literacy dimensions could be useful for technology education curriculum design and its implementation. In this study, the multifaceted nature of technological literacy was measured using a new assessment method, and dimensions of secondary school students’ technological literacy were empirically investigated. A total of 403 students participated in the quasi-experimental research design. The treatment group consisted of 121 students taught optional subjects relating to technology education. The control group consisted of 282 students. Results from variance analysis showed that optional technology subjects enhance technological literacy, especially students’ technological capacity where a large effect size (η 2  = 0.14) was noted. Results from a path analysis revealed critical thinking and decision-making as the most important dimensions of technological literacy while the predictor of active participation in out-of-school technical activities and technology homework was a key independent influencing factor. A large effect size (R 2  = 0.4) for career path orientation predictors was detected. Technological capacity was revealed as a decisive predictor for a career path in vocational education and technical high school.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9382-z
      Issue No: Vol. 28, No. 1 (2018)
  • Swedish technology teachers’ views on assessing student understandings
           of technological systems
    • Authors: Patrick Schooner; Claes Klasander; Jonas Hallström
      Pages: 169 - 188
      Abstract: Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system. Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects. This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems. This study thematically analysed the assessment views of eleven technology teachers in a Swedish context. Through the use of in-depth semi-structured qualitative interviews, their elaborated thoughts on assessing knowledge about technological systems within the technology subject (for ages 13–16) were analysed. The aim was to describe the teachers’ assessment views in terms of types of knowledge, and essential knowledge in relation to a progression from basic to advanced understanding of technological systems. The results showed three main themes that the interviewed teachers said they consider when performing their assessment of technological systems; understanding (a) a system’s structure, (b) its relations outside the system boundary and (c) its historical context and technological change. Each theme included several underlying items that the teachers said they use in a progressive manner when they assess their students’ basic, intermediate and advanced level of understanding technological systems. In conclusion, the results suggest that the analysed themes can provide a basis for further discussion about defining a progression for assessing students’ understanding about technological systems. However, the findings also need to be examined critically as the interviewed teachers’ views on required assessment levels showed an imbalance; few students were said to reach beyond the basic level, but at the same time most assessment items lay on the intermediate and advanced levels.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9383-y
      Issue No: Vol. 28, No. 1 (2018)
  • Learning design and technology through social networks for high school
           students in China
    • Authors: Hao Jiang; MingXi Tang; Xiang Peng; Xiaoli Liu
      Pages: 189 - 206
      Abstract: The subject of design and technology was introduced to the curriculum for high schools in China 10 years ago. However, the teaching and learning of this subject have become difficult for both teachers and students because there is a lack of qualified teachers with design background to deliver this subject in a way to stimulate the learning interests of the students. This paper presents a research that is aimed at improving this situation by integrating the teaching and learning of design and technology within a computational environment as part of social networks sites. The purpose is to enable the collaboration among the students and interaction between teachers and students. In this research, a series of investigations were conducted, by following through several taught subjects in design and technology in prominent high schools in China. Based on these investigations, a theoretical framework for web-based design learning and teaching system in the style of social networking is developed, implemented and tested, emphasizing three features of design: innovation, collaboration, and interaction. This framework has been tested among high school students and teachers in a high school in Nanjing. It identified and validated necessary techniques and design features required to make an education-related social networking site effective and affective for the students and teachers. The results of this research indicated that social networking sites have significantly positive values in design education, especially for the collaboration and interaction on the subject of design and technology.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9386-8
      Issue No: Vol. 28, No. 1 (2018)
  • Hierarchical thinking: a cognitive tool for guiding coherent decision
           making in design problem solving
    • Authors: Grietjie Haupt
      Pages: 207 - 237
      Abstract: This paper builds on two concepts, the first of which is the extended information processing model of expert design cognition. This proposes twelve internal psychological characteristics interacting with the external world of expert designers during the early phases of the design process. Here, I explore one of the characteristics, hierarchical abstraction, and adapt it into an alternative ontological model of decision making. The model serves as an in-depth descriptor of how designers from different domains transform their mental states using judgment and decision making through hierarchical abstraction. The second concept entails an expansion of the idea of synergistic vertical transformation as a framework for mapping expert designers’ design process. Here, I focus on hierarchical decision making as multi-directional, and inter-relating the internal and external world of designers. In doing so, I provide a coding tool for researchers interested in exploring designers’ complex decision making processes. Concurrently, the model serves as decision making tool in design and technology education classrooms. As such, the paper focuses on the ontology of conceptual structures that support the early phases of the design process. This was based on empirical research.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9381-0
      Issue No: Vol. 28, No. 1 (2018)
  • Differences and similarities between female students and male students
           that succeed within higher technical education: profiles emerge through
           the use of cluster analysis
    • Authors: Susanne Engström
      Pages: 239 - 261
      Abstract: This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering students in Sweden registered for their seventh semester during year 2012 and about 30 % of the students in the cohort responded on several questions. The answers were then analysed and interpreted using Pierre Bourdieu’s theory and the concept of capital. The female-students as well as the male-students emerged as homogeneous groups, but SPSS-clustering shows differences and similarities between four female student-profiles and five male students-profiles. The female students who come to graduate as engineers have experiences and resources that seem to be fruitful: well-educated parents, positive attitudes to the engineer students’ traditions, and a positive view of the engineering profession. In addition, they value the traditional teaching with lectures and self-studies. They seem not to have been inspired by compulsory school teaching or teachers there. The male students have the same experiences and resources but there are differences. Among female students, a profile emerges which is absent among the male students and which emphasises the importance of doing good for society, people, and the environment in their future professional roles. Among male students, the student profiles which emerge include one with a primarily practical and technical capital despite the lack of a high degree of educational or scientific capital.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9374-z
      Issue No: Vol. 28, No. 1 (2018)
  • Reflection and professional identity development in design education
    • Authors: Monica W. Tracey; Alisa Hutchinson
      Pages: 263 - 285
      Abstract: Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been widely addressed in design education either. The study investigated the use of reflective writing in an introductory design course to help students explore and interpret their design beliefs, experiences, and self-awareness in support of professional identity development work. The results indicate that authorial presence, analysis, and narrative quality are common qualities in reflective responses, but emotion is notably lacking from student writing. Students were highly reflective in relation to a general experience with uncertainty and were least reflective when discussing ideation processes. Implications for design education and related research are analysed and discussed.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9380-1
      Issue No: Vol. 28, No. 1 (2018)
  • The impact of the internet on students’ enhancement of cultural aspects
           in design projects: a case study on interior design graduation projects,
           University of Dammam, Saudi Arabia
    • Authors: Dalia H. Eldardiry; Zeinab A. Elmoghazy
      Pages: 287 - 302
      Abstract: The paper explores the impact of the internet on students and their enhancement of their Identity and culture in the world of globalization. It is based on two stages; a theoretical background in the literature that provides criteria for examining the issue of the study. Then, the analytical study is done to the collected data. The paper incorporates two methods of data collection; a questionnaire survey to measure the instructors’ perception of how students should reflect the identity and local culture in their projects in the internet era, and statistical analysis of students’ implementation of cultural knowledge and identity features in their graduation projects in the new millennium before the usage of internet in the design education in the interval of 2001–2007 and after the usage of internet the interval between 2008 and 2015. Consequently, the paper is designed to generate both statistical quantitative and qualitative data. Despite the apparent impact of Globalization and internet based education on abandoning individual identity, yet it might lead to opening new horizons in front of dealing with cultural identity and heritage with a contemporary vision that integrates with nowadays architecture and at the same time refer to the unique identity.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9388-6
      Issue No: Vol. 28, No. 1 (2018)
  • Re-casting terra nullius design-blindness : better teaching of Indigenous
           Knowledge and protocols in Australian architecture education
    • Authors: Richard Tucker; Darryl Low Choy; Scott Heyes; Grant Revell; David Jones
      Pages: 303 - 322
      Abstract: This paper reviews the current status and focus of Australian Architecture programs with respect to Indigenous Knowledge and the extent to which these tertiary programs currently address reconciliation and respect to Indigenous Australians in relation to their professional institutions and accreditation policies. The paper draws upon the findings of a recently completed investigation of current teaching: Re-Casting terra nullius blindness: Empowering Indigenous Protocols and Knowledge in Australian University Built Environment Education. Three data sets from this investigation are analysed: a desktop survey of Australian Built Environment curricula; workshops with tertiary providers and students, professional practitioners and representatives of three Built Environment professional institutes; and an online survey of Australian Built Environment students (of which their discipline could be isolated) ascertaining what is currently being taught and learned and what changes would be feasible within the constraints of courses from their perspective. Detailed descriptions are also provided of pedagogic improvements informed by the project findings. The findings suggest minimal current exposure of Architecture students to Indigenous Knowledge content beyond voluntary engagement in self-chosen thesis projects and elective (including studio) subjects led by passionate but largely unsupported teachers championing Indigenous issues; a paucity of teaching echoed by practitioners and accreditors who acknowledge lack of expertise in this area across the profession. This paper discusses ways in which Indigenous Knowledge might be better acknowledged, respected and introduced to Australian Architecture students’ education. Also discussed are teaching strategies with global relevance.
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9389-5
      Issue No: Vol. 28, No. 1 (2018)
  • Erratum to: Project-based pedagogy for the facilitation of webpage design
    • Authors: Maria Jakovljevic; Piet Ankiewicz
      Pages: 323 - 323
      PubDate: 2018-03-01
      DOI: 10.1007/s10798-016-9372-1
      Issue No: Vol. 28, No. 1 (2018)
  • Impact of implementing a long-term STEM-based active learning course on
           students’ motivation
    • Authors: Carme Julià; Juan Òscar Antolí
      Abstract: This paper aims at analysing the effect of implementing a long-term STEM-based active learning course on students’ motivation. First of all, a course that introduces science, technology and engineering concepts to students was designed. The key point was to provide the students with authentic learning activities based on real-world problems. The students had to solve those problems working in 3-members group. The teacher’s role was as a learning guide. The course was implemented in a 6th grade class (primary education) and in a 7th grade class (secondary education) throughout a whole academic year. The Instructional Materials Motivation Survey (IMMS) was used to measure the students’ motivation in two different moments: at the end of the first term and at the end of the third term. The IMMS is based on the ARCS Model and measures four motivational factors: attention, relevance, confidence and satisfaction. The high scores obtained in the IMMS manifest that most students were motivated with the STEM course. Indeed, the highest scores were obtained in the questions corresponding to the satisfaction factor. Furthermore, results evidence that the level of motivation varied only slightly from the first to the third term test. Hence, we can affirm that the hands-on learning activities proposed during the STEM course allow to create a learning experience that interests and engages students. Finally, obtained results allow to know how the students feel about the new STEM course and to redesign it, if necessary, in order to improve the studied motivational factors.
      PubDate: 2018-02-17
      DOI: 10.1007/s10798-018-9441-8
  • Acquiring materials knowledge in design education
    • Authors: Anders Haug
      Abstract: Product material choices affect how a product will be manufactured, how it will function, and how it will be experienced. Thus, understanding materials is essential for designers in many regards. However, materials used in designs are subject to ongoing changes in availability, processing methods, price and attributed meanings. Furthermore, new materials are constantly being developed. Therefore, designers continuously need to acquire new materials knowledge (i.e., internalisation of facts, information, and skills) to be able to produce designs that utilise available material possibilities and achieve the desired user experiences. However, although this topic has been dealt with to some extent, a detailed classification of approaches for how designers can acquire materials knowledge is absent in the literature. To provide designers and design educators with a structured basis for understanding/teaching materials knowledge acquisition, this paper develops a framework that defines twelve distinct ways for designers to acquire materials knowledge.
      PubDate: 2018-02-14
      DOI: 10.1007/s10798-018-9445-4
  • Engineering design in the elementary science classroom: supporting student
           discourse during an engineering design challenge
    • Authors: Justin McFadden; Gillian Roehrig
      Abstract: This exploratory case study examines how various instructional strategies can influence elementary-aged student discourse patterns during an engineering design challenge. With engineering design increasingly entering the elementary science classroom both within the United States and internationally, students must now engage in discipline-specific practices intended to mirror the work of professional engineers. The current study analyzed classroom discourse over the length of an instructional unit using an analytical lens informed by Heath’s (in: Masten (ed) The Minnesota symposia on child psychology, Psychology Press, New York, pp. 59–75, 1999) concept of joint work, which revealed how three parallel and complimentary discourse practices emerged primarily and more readily once students were given access to the materials needed for their mining extraction tool. The study’s findings illustrate the importance of designing and implementing pedagogical supports capable of ensuring students understand how their drawn designs can be used (Henderson in Sci Technol Hum Values 16(4):448–473, 1991) to manage the uncertainty that naturally arises during an engineering design challenge. Furthermore, the results point to the need for further research at the classroom level that investigates how students can be better supported to overcome the challenges associated with design-based problem solving, possibly via the inclusion of written, rather than verbal support.
      PubDate: 2018-02-13
      DOI: 10.1007/s10798-018-9444-5
  • An exploratory evaluation of a South African project-based curriculum
           module focused on authentic technological practice utilizing student
           portfolios and an open-ended questionnaire
    • Authors: Francois van As
      Abstract: Learners today need more than the core subjects offered at school to be successful in the twenty-first-century. By involving technology student teachers in activities that are authentic to technological practice, as teachers, they should be able to provide stimulating and relevant learning for learners (Turnbull in Int J Technol Des Educ 12(1):23–40, 2002), which include twenty-first-century skills that enable them to develop minds and responsibility for the future (Snape and Fox-Turnbull in Int J Technol Des Educ 23:51–68, 2013). Previously, a fourfold set of criteria, developed by Ankiewicz (Proceedings of the PATT 29 conference, Marseille, France, 2015b), was applied to the first four semester modules of the academic major Engineering Graphics and Technology Education. It is found that there was a strong emphasis on conceptual knowledge with little time spent on practising procedural knowledge. Ankiewicz (2015b) anticipated that the final module might address these concerns as it was designed as a project-based module aimed at aspects of authentic technological practice. Students are expected to solve real-world technological problems. However, after the first year of offering the module the module’s success is unclear. The purpose of this study was to explore the extent to which the module succeeds in developing technology student teachers’ procedural knowledge. A qualitative study (Merriam in Qualitative research and case study applications in education, Jossey-Bass, San Francisco, 1998) was conducted in which students’ portfolios and open-ended questionnaires were analysed. Indications are that the module contributed positively to enhancing the procedural knowledge of the students enrolled for this module.
      PubDate: 2018-02-08
      DOI: 10.1007/s10798-018-9439-2
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