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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 290 journals)
    - CERAMICS, GLASS AND POTTERY (26 journals)
    - MACHINERY (32 journals)
    - PACKAGING (15 journals)
    - PLASTICS (28 journals)
    - RUBBER (2 journals)

MANUFACTURING AND TECHNOLOGY (179 journals)                     

Showing 1 - 73 of 73 Journals sorted alphabetically
3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 11)
Additive Manufacturing     Hybrid Journal   (Followers: 7)
Advanced Manufacturing: Polymer & Composites Science     Open Access   (Followers: 27)
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  
Afrique Science : Revue Internationale des Sciences et Technologie     Open Access   (Followers: 2)
American Journal of Applied Sciences     Open Access   (Followers: 27)
American Journal of Nanotechnology     Open Access   (Followers: 25)
American Journal of Sensor Technology     Open Access   (Followers: 2)
Appita Journal: Journal of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 7)
Applied Ergonomics     Full-text available via subscription   (Followers: 12)
Asia Pacific Biotech News     Hybrid Journal   (Followers: 1)
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: 17)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access  
Biotechnology     Open Access   (Followers: 5)
Biotechnology Progress     Hybrid Journal   (Followers: 40)
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: 4)
Comparative Technology Transfer and Society     Full-text available via subscription   (Followers: 3)
Components, Packaging and Manufacturing Technology, IEEE Transactions on     Hybrid Journal   (Followers: 19)
Composites Science and Technology     Hybrid Journal   (Followers: 148)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Computer-Aided Design and Applications     Hybrid Journal   (Followers: 2)
Control Theory and Informatics     Open Access   (Followers: 7)
Cryoletters     Full-text available via subscription   (Followers: 3)
Design Journal : An International Journal for All Aspects of Design     Hybrid Journal   (Followers: 28)
Design Studies     Hybrid Journal   (Followers: 29)
East Asian Science, Technology and Society: An International Journal     Full-text available via subscription   (Followers: 1)
Economics of Innovation and New Technology     Hybrid Journal   (Followers: 16)
Emerging Materials Research     Hybrid Journal   (Followers: 1)
Environmental Technology     Hybrid Journal   (Followers: 3)
Fibers     Open Access   (Followers: 6)
Fibers and Polymers     Full-text available via subscription   (Followers: 5)
Foresight     Hybrid Journal   (Followers: 9)
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: 3)
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: 8)
IETE Technical Review     Open Access   (Followers: 9)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 35)
Información Tecnológica     Open Access  
Innovation: Management, Policy & Practice     Hybrid Journal   (Followers: 15)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 10)
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: 1)
International Journal for the History of Engineering and Technology     Hybrid Journal   (Followers: 3)
International Journal of Advanced Design and Manufacturing Technology     Open Access   (Followers: 6)
International Journal of Automation and Logistics     Hybrid Journal   (Followers: 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: 6)
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: 3)
International Journal of Learning Technology     Hybrid Journal   (Followers: 8)
International Journal of Manufacturing Engineering     Open Access   (Followers: 1)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 13)
International journal of materials research     Full-text available via subscription   (Followers: 1)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 8)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 8)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (Followers: 4)
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: 5)
International Journal of Quality Engineering and Technology     Hybrid Journal   (Followers: 2)
International Journal of Service and Computing Oriented Manufacturing     Hybrid Journal   (Followers: 2)
International Journal of Social and Humanistic Computing     Hybrid Journal   (Followers: 1)
International Journal of System of Systems Engineering     Hybrid Journal   (Followers: 1)
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: 12)
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  
International Journal of Vehicle Autonomous Systems     Hybrid Journal  
International Journal of Vehicle Design     Hybrid Journal   (Followers: 6)
International Wood Products Journal     Hybrid Journal   (Followers: 2)
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: 5)
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 Law, Information and Science     Full-text available via subscription   (Followers: 24)
Journal of Machinery Manufacturing and Automation     Open Access   (Followers: 2)
Journal of Materials Science Research     Open Access   (Followers: 7)
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: 5)
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: 2)
Journal of Technology in Human Services     Hybrid Journal   (Followers: 1)
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: 3)
Jurnal Energi Dan Manufaktur     Open Access  
Lasers in Manufacturing and Materials Processing     Full-text available via subscription  
Lightweight Design     Hybrid Journal   (Followers: 4)
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: 19)
Materials testing. Materialprüfung     Full-text available via subscription   (Followers: 5)
Microgravity Science and Technology     Hybrid Journal  
Modern Electronic Materials     Open Access  
NanoEthics     Hybrid Journal   (Followers: 1)
Nature Biotechnology     Full-text available via subscription   (Followers: 423)
NDT & E International     Hybrid Journal   (Followers: 47)
Perspectives on Global Development and Technology     Hybrid Journal  
Plastics, Rubber and Composites     Hybrid Journal   (Followers: 7)
Procedia CIRP     Open Access   (Followers: 1)
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: 16)
Remote Sensing Letters     Hybrid Journal   (Followers: 36)
Research Papers Faculty of Materials Science and Technology Slovak University of Technology     Open Access   (Followers: 3)
Revista Latinoamericana de Metalurgia y Materiales     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: 4)
Strategic Design Research Journal     Open Access  
Structural Health Monitoring     Hybrid Journal   (Followers: 4)
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: 8)
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     Full-text available via subscription   (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: 4)


Journal Cover International Journal of Technology and Design Education
  [SJR: 0.573]   [H-I: 24]   [12 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  [2335 journals]
  • Australian enrolment trends in technology and engineering: putting the T
           and E back into school STEM
    • Authors: JohnPaul Kennedy; Frances Quinn; Terry Lyons
      Abstract: Abstract There has been much political and educational focus on Science, Technology, Engineering and Mathematics (STEM) in Australian schools in recent years and while there has been significant research examining science and mathematics enrolments in senior high school, little is known about the corresponding trends in Technologies and engineering. Understanding these subjects is essential for educators and policy-makers alike if Australians are to embrace the challenges of an innovation economy. We have collected raw enrolment data from each of the Australian state and territory education departments from 1992 to 2014 and analysed this across five Technology and Engineering subject areas. We also consider some of the relationships between these subject areas and other areas of the STEM equation. The results of these analyses are discussed in terms of absolute enrolments, participation rates and sex balance. We have found that the total number of students in Year 12 increased year on year and that this growth is echoed, to a lesser extent, in the participation rates for design technology, food technology and engineering. Digital Technologies however, grew rapidly until 2000, after which time it has been in steady decline. We identify that while the trends mostly show growth, there is a concerning male bias to many of these subject areas. We suggest that the broadening of the upper high school curriculum, confusion surrounding vocational training enrolments, and gamesmanship of the university entrance system, may be contributing to the limited growth observed. Finally, we identify a number of important areas for further research in this key learning area.
      PubDate: 2017-01-05
      DOI: 10.1007/s10798-016-9394-8
  • Can visual ambiguity facilitate design ideation?
    • Authors: Winger Sei-Wo Tseng
      Abstract: Abstract Two experiments are present to examine the hypothesis that the ambiguity inherent within concept sketches can assist reasoning between different modes of representation, and engage translation from descriptions to depictions. The unstructured, ambiguous figures used as design cues in the experiments were classified as being at high, moderate, and low ambiguity. Participants were required to use the ideas suggested by the visual cues to design a novel table. Results showed that different levels of ambiguity within the cues significantly influenced the quantity of idea development of experienced designers, but not novice designers. For experienced designers, as the level of ambiguity in the cue increased so did the number of design ideas that were generated. Most design interpretations created by both experienced designers and novices were affected by geometric contours within the figures. We argue that the cognitive uncertainty engendered by ambiguous figures may inspire designers to search for substitute information in order to reduce this sense of uncertainty. With higher degrees of uncertainty the designer has greater freedom to search for more diverse ways to resolve presented ambiguities, thereby leading to innovations during the process of concept development.
      PubDate: 2017-01-04
      DOI: 10.1007/s10798-016-9393-9
  • Constructing the ScratchJr programming language in the early childhood
    • Authors: Dylan J. Portelance; Amanda L. Strawhacker; Marina Umaschi Bers
      Pages: 489 - 504
      Abstract: Abstract This paper seeks to contribute to the growing literature on children and computer programming by focusing on a programming language for children in Kindergarten through second grade. Sixty-two students were exposed to a 6-week curriculum using ScartchJr. They learned foundational programming concepts and applied those concepts to create personally meaningful projects using the ScratchJr programming app. This paper addresses the following research question: Which ScratchJr programming blocks do young children choose to use in their own projects after they have learned them all through a tailored programming curriculum? Data was collected in the form of the students’ combined 977 projects, and analyzed for patterns and differences across grades. This paper summarizes findings and suggests potential directions for future research. Implications for the use of ScratchJr as an introductory programming language for young children are also discussed.
      PubDate: 2016-11-01
      DOI: 10.1007/s10798-015-9325-0
      Issue No: Vol. 26, No. 4 (2016)
  • Piloting technological understanding and reasoning in Icelandic schools
    • Authors: Gisli Thorsteinsson; Brynjar Olafsson
      Pages: 505 - 519
      Abstract: Abstract A pilot research was undertaken in Icelandic schools during the 2013–2014 school year, in order to explore students’ technological understanding and reasoning at the ages of 11 and 13. The survey included a questionnaire regarding mechanical movement, power and thermodynamics, while the project considered the congruity between students’ undertakings within Design and Craft education in the national curricula and their ability to understand technology. This article examines the literature and considers the value of technology lessons within Icelandic Design and Craft education, in terms of students’ technological competence. Data was collected using a questionnaire distributed to three elementary schools and is highlighted with the researchers’ reviews of the national curricula. Findings were discussed and conclusions drawn and the results highlighted a general lack of understanding in technology, within the context of students’ daily lives. In addition, there were differences between boys and girls.
      PubDate: 2016-11-01
      DOI: 10.1007/s10798-015-9301-8
      Issue No: Vol. 26, No. 4 (2016)
  • Design and evaluation of a DIY construction system for educational robot
    • Authors: Cesar Vandevelde; Francis Wyffels; Maria-Cristina Ciocci; Bram Vanderborght; Jelle Saldien
      Pages: 521 - 540
      Abstract: Abstract Building a robot from scratch in an educational context can be a challenging prospect. While a multitude of projects exist that simplify the electronics and software aspects of a robot, the same cannot be said for construction systems for robotics. In this paper, we present our efforts to create a low-cost do-it-yourself construction system for small robots. We have created three different construction systems (laser-cut screw connectors, printed friction-fit connectors, and printed hybrid connectors) using small aluminium T-slot extrusions, based on prior work done by Industrial Design college students. Eighty-six secondary school students and 35 teachers tested these three systems during a five-day robotics contest where they had to build firefighting robots. Follow-up questionnaires and an expert evaluation were used to measure the usability, affective appraisal and functionality of the three systems in order to determine which system should serve as a basis for further design iterations. Overall, a clear preference was shown for the hybrid system, which relies on its interlocking shape as well as on a screw connection to create robot frames that are both quick to construct and very rigid once assembled. We believe our work represents a solid first step toward an inexpensive, “hackable” construction system for educational robotics.
      PubDate: 2016-11-01
      DOI: 10.1007/s10798-015-9324-1
      Issue No: Vol. 26, No. 4 (2016)
  • What is the function of a figurine? Can the repertory grid technique
    • Authors: Helena Isakssson Persson
      Pages: 541 - 565
      Abstract: Abstract Teaching design and product development at upper secondary school level in Sweden is a matter of interdisciplinary considerations. Education in product development, at this level, prepares students for further studies and career in engineering or industrial design. Knowledge of artefacts is an important element in the education. In coherence with the visual and rhetorical strategies characterising the knowledge field, students learn how to develop an idea to a final product. In this study twelve engineers and industrial designers, professionals representing the knowledge field of product development are studied regarding their interpretations of eight pre-selected artefacts. Data is collected and analysed using repertory grid technique. The aim of the study is to examine whether/what we can learn from the informants’ experiences and knowledge that is relevant to education in design and product development at upper secondary school level. Findings show that four of the artefacts appear to be carriers of attributes that reveal the interviewees’ definitions of the artefacts’ functional nature. From these findings it is shown that the interviewees’ definitions of concepts concerning aesthetics/decoration and function can be seen as cultural expressions. How the repertory grid technique is used in this particular study is thoroughly described and the results relevance for education is discussed.
      PubDate: 2016-11-01
      DOI: 10.1007/s10798-015-9323-2
      Issue No: Vol. 26, No. 4 (2016)
  • Does the medium matter in collaboration? Using visually supported
           collaboration technology in an interior design studio
    • Authors: Ji Young Cho; Moon-Heum Cho; Nadya Kozinets
      Pages: 567 - 586
      Abstract: Abstract With the recognition of the importance of collaboration in a design studio and the advancement of technology, increasing numbers of design students collaborate with others in a technology-mediated learning environment (TMLE); however, not all students have positive experiences in TMLEs. One possible reason for unsatisfactory collaboration experiences is that existing text-oriented collaboration technology may not fully support interior design students’ needs for spontaneous interaction with visual images. The purpose of the current research was to determine whether a visually supported collaboration technology (VSCT) for designers, enhances students’ collaboration experiences in a TMLE. A total of 28 junior interior design students participated in the study, all of whom engaged in similar group projects via two collaboration modalities: face-to-face and VSCT. The results show that collaboration modalities influence students’ learning experiences, in particular, achievement and confidence in completing collaborative tasks. When using VSCT, students achieved significantly higher grade and demonstrated higher confidence in completing collaborative tasks compared to face-to-face collaboration; however, no significant differences were reported in either their perception of the collaboration process or their evaluation of the medium in the two collaboration modalities. The findings demonstrate that VSCT enhanced students’ collaboration experiences in design studio. Discussion and implications are provided to facilitate design students’ positive collaboration experiences in a TMLE.
      PubDate: 2016-11-01
      DOI: 10.1007/s10798-015-9322-3
      Issue No: Vol. 26, No. 4 (2016)
  • Consequential creativity
    • Authors: Tamer S. Hamza; Doaa K. Hassan
      Pages: 587 - 612
      Abstract: Abstract Creativity is an original cognitive ability and problem solving process which enables individuals to use their intelligence in a way that is unique and directed toward coming up with a product. Architectural education is one of the fields in which human creativity has been exhibited; because, it can be defined as a design study that correlates with other disciplines: social sciences, management, history, operational research, philosophy, graphic design, math and etc. These features which distinguish architecture from other disciplines ascribe different kind of responsibilities for architectural education; since beside technical and professional skills, an architect must have imagination and to be creative at many levels. Thus, this research aims at proving that students can be trained in creative thinking via acquiring specific skills and systematic techniques, which directly acts on design product. The study methodology depends on the concept of experimental research that targets at exposing students to creative problem solving experience via carrying out a creative training course that concerns “Consequential Creativity”. That experiment examined the potentiality of enhancing the students’ ability of viewing problems in non-traditional perspectives that counts on the systematic procedures of problem solving. Tools for assessment before and after training have been implemented. The Experiment findings proved that the students’ creative thinking skill has been clearly improved after attending the course. Therefore, training in creative thinking can be considered as independent courses or within specific architectural curricula.
      PubDate: 2016-11-01
      DOI: 10.1007/s10798-015-9321-4
      Issue No: Vol. 26, No. 4 (2016)
  • Materials experience as a foundation for materials and design education
    • Authors: Owain Pedgley; Valentina Rognoli; Elvin Karana
      Pages: 613 - 630
      Abstract: Abstract An important body of research has developed in recent years, explaining ways in which product materials influence user experiences. A priority now is to ensure that the research findings are adopted within an educational context to deliver contemporary curricula for students studying the subject of materials and design. This paper reports on an international initiative to develop ‘materials experience’ as a formal subject of study, complementary to traditional technical and engineering approaches to materials and design education. General learning objectives for materials experience are established, followed by specific attention to three kinds of experience that arise during user–material–product interaction: gratification of senses, conveyance of meanings, and elicitation of emotions. For each of these kinds of experience, a specially devised active learning exercise is explained in detail. In combination, these exercises are argued to deliver a good foundation for student appreciation and action on designing for material experiences in product design. The paper concludes with recommendations for how to responsibly redress the imbalance that exists in materials and design education, by transitioning from a culture of ‘imparting knowledge about materials’ to a culture of ‘generating experience with materials’.
      PubDate: 2016-11-01
      DOI: 10.1007/s10798-015-9327-y
      Issue No: Vol. 26, No. 4 (2016)
  • 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
      Abstract: 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: 2016-12-21
      DOI: 10.1007/s10798-016-9389-5
  • Understanding attitude measurement: exploring meaning and use of the PATT
           short questionnaire
    • Authors: Johan Svenningsson; Magnus Hultén; Jonas Hallström
      Abstract: 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: 2016-12-21
      DOI: 10.1007/s10798-016-9392-x
  • Perception of the acquisition of generic competences in engineering
    • Authors: Noelia Olmedo-Torre; María Martínez Martínez; Antoni Perez-Poch; Beatriz Amante García
      Abstract: Abstract The aim of this paper is to analyze what generic competencies at the Universitat Politécnica de Catalunya (UPC BarcelonaTech) are most evaluated by the teaching staff belonging to the first curricular block of industrial engineering degree courses at the Barcelona Escola Universitaria d’Enginyeria Técnica Industrial, and also to relate these competencies to the assessment tools and the types of session most frequently used in the evaluation of the said competencies. Furthermore, it is intended to determine the level of acquisition of the generic competencies (related to their profession) as perceived by the students themselves during their course of study and their completion of the Final Year Degree Project (Project Trabajo Final de Grado—TFG). To that end, a group of 140 university teachers and a population of 145 students were each the object of an anonymous online survey while they were engaged on the Final Year Degree Project (TFG). The results of this survey show that the competencies most evaluated by the university teaching staff, in order of importance, are as follows: autonomous learning, the effective use of information resources, teamwork, and good oral and written communication, while the most frequently used tools of assessment are the rubrics. Autonomous learning is the generic competence perceived by the students as being the one most acquired during their completion of the TFG.
      PubDate: 2016-12-21
      DOI: 10.1007/s10798-016-9390-z
  • The design and development of creative instructional materials: the role
           of domain familiarity for creative solutions
    • Authors: Emine Şendurur; Esen Ersoy; İsmail Çetin
      Abstract: Abstract The design and development processes of instructional materials might be considered simple and clear because the pre-established instructional goals can lead the way. However, in practice, there are lots of issues to be considered during these processes. The quality of the material, appropriate visual design, usability, and acceptable amount of cognitive load are some of these issues. On the other hand, an instructional material needs to be as original as possible. In this study, we focused on the creativity of the instructional materials designed and developed by second year students from the Computer Education and Instructional Technologies (CEIT) department. We divided students into two groups: (1) CEIT students designing and developing materials about Information Technology (IT); (2) CEIT students designing and developing materials about Math. The main aim of this study is to understand how CEIT students’ instructional materials differ when they design and develop materials, which are out of their field of experience. In other words, we tried to compare how the creativity of materials change when students create materials with familiar domain (IT) in comparison to unfamiliar domain (Math). Students worked on ten instructional materials such as digital story, animation, and worksheet for 14 weeks. The materials of students were evaluated in terms of creativity, and then they were interviewed. The students worked in groups of 4–5, and during the material development period, we as researchers observed and took notes about the whole process. The findings indicated that materials developed in familiar domain were higher in creativity than those of the unfamiliar. Students’ explanations of creativity and their evaluations about the process helped us to understand the reasons of the produced materials’ creativeness. Technical skills, authentic contributions, material type, and the boundaries of the content or familiarity were found as the primary factors affecting the design and development of creative instructional materials.
      PubDate: 2016-12-21
      DOI: 10.1007/s10798-016-9391-y
  • 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
      Abstract: 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: 2016-12-08
      DOI: 10.1007/s10798-016-9388-6
  • 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
      Abstract: 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: 2016-11-18
      DOI: 10.1007/s10798-016-9387-7
  • Learning design and technology through social networks for high school
           students in China
    • Authors: Hao Jiang; MingXi Tang; Xiang Peng; Xiaoli Liu
      Abstract: 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: 2016-11-11
      DOI: 10.1007/s10798-016-9386-8
  • Swedish technology teachers’ views on assessing student understandings
           of technological systems
    • Authors: Patrick Schooner; Claes Klasander; Jonas Hallström
      Abstract: 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: 2016-10-28
      DOI: 10.1007/s10798-016-9383-y
  • A model to analyse students’ cooperative idea generation in
           conceptual design
    • Authors: Magnus Hultén; Henrik Artman; David House
      Abstract: Abstract In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a time-constrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students’ cooperative idea generation in conceptual design.
      PubDate: 2016-10-27
      DOI: 10.1007/s10798-016-9384-x
  • Robotics and STEM learning: students’ achievements in assignments
           according to the P3 Task Taxonomy—practice, problem solving, and
    • Authors: Moshe Barak; Muhammad Assal
      Abstract: 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: 2016-10-27
      DOI: 10.1007/s10798-016-9385-9
  • A path model of factors affecting secondary school students’
           technological literacy
    • Authors: Stanislav Avsec; Janez Jamšek
      Abstract: 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: 2016-09-10
      DOI: 10.1007/s10798-016-9382-z
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