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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 293 journals)
    - CERAMICS, GLASS AND POTTERY (26 journals)
    - MACHINERY (32 journals)
    - MANUFACTURING AND TECHNOLOGY (182 journals)
    - METROLOGY AND STANDARDIZATION (3 journals)
    - PACKAGING (15 journals)
    - PAINTS AND PROTECTIVE COATINGS (5 journals)
    - PLASTICS (28 journals)
    - RUBBER (2 journals)

MANUFACTURING AND TECHNOLOGY (182 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: 28)
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: 2)
Asian Journal of Applied Sciences     Open Access   (Followers: 2)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Behavioral and Cognitive Neuroscience Reviews     Hybrid Journal   (Followers: 18)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access   (Followers: 1)
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: 21)
Composites Science and Technology     Hybrid Journal   (Followers: 155)
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)
Decision Making in Manufacturing and Services     Open Access   (Followers: 1)
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: 17)
Emerging Materials Research     Hybrid Journal   (Followers: 2)
Environmental Technology     Hybrid Journal   (Followers: 3)
Fibers     Open Access   (Followers: 6)
Fibers and Polymers     Full-text available via subscription   (Followers: 6)
Foresight     Hybrid Journal   (Followers: 10)
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: 4)
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: 2)
International Journal for the History of Engineering and Technology     Hybrid Journal   (Followers: 4)
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: 7)
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: 2)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 14)
International journal of materials research     Full-text available via subscription   (Followers: 1)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 9)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 8)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (Followers: 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 large-scale research facilities JLSRF     Open Access  
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: 3)
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: 8)
Journal of Urban Technology     Hybrid Journal   (Followers: 4)
Jurnal Energi Dan Manufaktur     Open Access  
Lasers in Manufacturing and Materials Processing     Full-text available via subscription  
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   (Followers: 1)
Modern Electronic Materials     Open Access  
NanoEthics     Hybrid Journal   (Followers: 1)
Nature Biotechnology     Full-text available via subscription   (Followers: 438)
NDT & E International     Hybrid Journal   (Followers: 48)
Perspectives on Global Development and Technology     Hybrid Journal  
Plastics, Rubber and Composites     Hybrid Journal   (Followers: 7)
Procedia CIRP     Open Access   (Followers: 2)
Procedia IUTAM     Open Access  
Procedia Manufacturing     Open Access  
Production     Open Access  
Production & Manufacturing Research     Open Access   (Followers: 1)
Reliability Engineering & System Safety     Hybrid Journal   (Followers: 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  
Revista Produção Online     Open Access  
Science and Technology of Advanced Materials     Open Access   (Followers: 7)
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]
  • Perception by French students of the gendered nature of material artifacts
           studied in technology education
    • Authors: Andreucci Colette; Chatoney Marjolaine
      Pages: 1 - 18
      Abstract: Abstract Many studies have shown the importance of the socio-cultural factors that lead girls to desert scientific and technological courses. Over a long period, the contents of the French technology education (TE) college curricula may well have contributed to strengthening the feeling among girls that this discipline was better suited to boys. The choice of technical artifacts that embody the knowledge taught could be partially responsible for this. Our investigation was conducted in two stages. Firstly, we made an inventory of artifacts presented in four TE schoolbooks for the 6th grade. Secondly, we submitted this list to a population of 98 girls and boys (12–14 years). Our results indicate that most of these artifacts were categorized as mixed. However, those that are classed as masculine are more numerous than feminine one’s. They are also more prevalent among girls and their number increases with age. The grouping of these artifacts by families also shows gender differences.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9329-9
      Issue No: Vol. 27, No. 1 (2017)
       
  • Mediation of artefacts, tools and technical objects: an international and
           french perspective
    • Authors: Maria Antonietta Impedovo; Colette Andreucci; Jacques Ginestié
      Pages: 19 - 30
      Abstract: Abstract In this article we present a review of literature on the concept of Artefact, Tool and Technical Object in the light of in sociocultural approach. Particular attention is given to present and discuss the French research tradition on the Technical Object and Technological education. The aim is to give a broad perspective to explore the mediation between the individual and their environment.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9335-y
      Issue No: Vol. 27, No. 1 (2017)
       
  • How do different background variables predict learning outcomes?
    • Authors: Manne Kallio; Mika Metsärinne
      Pages: 31 - 50
      Abstract: Abstract This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in school subject Sloyd as found in the national evaluation of the Finnish National Board of Education. Results from this larger research project were previously published in this journal, where pupils’ readiness for Self-Regulated Learning were reported. Since then, pupils’ experiences of classroom techniques, attitudes towards the subject, leisure time interests and learning within the two domains of the subject (Technical Domain and Textile Domain, as the subject is usually divided in Finland) have been studied and results have been published in different journals. In this article, a new Structural Equation Model concludes the previous results. The new model highlights two paths of how the use of different learning orientations can predict successful learning outcomes. These paths can be followed using two pedagogical models: the Exploratory Production Approach and the Domain Specific Approach. Experiencing Learner-Centred Learning predicts positive attitudes and success in Exploratory Production activities. Experiencing Collaborative Learning predicts success in domain specific learning outcomes. Success in Exploratory Production predicts successful learning outcomes in both domains. The conclusion is that regulatory knowledge, “why”, is related to production activities and it is processed prior to domain specific knowledge, “what” and “how”. To develop the subject and pedagogy for schools and teacher training, it is not important to follow an approach defined by the domains (technical or textile). It is more important to teach pupils how to manage in the modern technological world and to understand why they need to be able to improve their life-world through Exploratory Production activities.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9339-7
      Issue No: Vol. 27, No. 1 (2017)
       
  • Monopolising the STEM agenda in second-level schools: exploring power
           relations and subject subcultures
    • Authors: Oliver McGarr; Raymond Lynch
      Pages: 51 - 62
      Abstract: Abstract The ubiquitous and often pervasive expansion of the science, technology, engineering and mathematics (STEM) agenda across global education systems has largely gone uncontested. Strategic efforts to build on perceived natural subject synergies across the separate STEM disciplines are promoted as central to supporting the growth of economies through the development of human capital and by ensuring the supply of suitably trained individuals for vocational roles in these areas. However, these efforts are predicated on the assumption that such perceived natural subject synergies can easily support pedagogical complimentary and in so doing, often fail to acknowledge the social histories of the subjects involved. In this paper the authors examine the divergence in treatment of STEM subjects within the Irish second-level context through the lenses of subject hierarchies and social class. The cultural capital associated with studying each of the respective STEM subjects in school is considered and the objectives of the STEM agenda are problematised.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9333-0
      Issue No: Vol. 27, No. 1 (2017)
       
  • Assessing changes in teachers’ attitudes toward interdisciplinary
           STEM teaching
    • Authors: Mubarak K. Al Salami; Carole J. Makela; Michael A. de Miranda
      Pages: 63 - 88
      Abstract: Abstract Integrating engineering and technology concepts into K-12 science and math curricula through engineering design project-based learning has been found to increase students’ interest in science, technology, engineering, and mathematics (STEM), however preparing teachers to shift to interdisciplinary teaching remains a significant challenge. Primarily teachers need to develop both skills and attitudes toward interdisciplinary teaching. In doing so, professional development (PD) is considered a key component in helping teachers through this transformation process. In an educational environment of accountability, measuring the effects of PD programs on teacher behaviors and capacity is essential but often elusive. The current study describes the change in attitudes to interdisciplinary teaching of 29 self-selected middle and high school teachers who participated a PD workshop and in delivering a 12–15 week interdisciplinary teaching and design problem unit that spanned multiple STEM subjects. This quasi-experimental pilot study implemented a single group pretest–posttest design using survey methods to collect data from the participants at two intervals; at the time of the PD workshop and at the completion of the teaching unit that emphasized a long-term engineering design problem. The goals of this research are to (1) assess the changes in attitudes to interdisciplinary teaching, attitudes to teamwork, teaching satisfaction, and resistance to change, (2) explore relationships among these changes, (3) and describe the variation in these changes across teachers’ gender, school level, discipline taught, and education level.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9341-0
      Issue No: Vol. 27, No. 1 (2017)
       
  • Two-stage hands-on technology activity to develop preservice teachers’
           competency in applying science and mathematics concepts
    • Authors: Kuen-Yi Lin; P. John Williams
      Pages: 89 - 105
      Abstract: Abstract This paper discusses the implementation of a two-stage hands-on technology learning activity, based on Dewey’s learning experience theory that is designed to enhance preservice teachers’ primary and secondary experiences in developing their competency to solve hands-on problems that apply science and mathematics concepts. The major conclusions were that: (1) preservice teachers understood the science and mathematics concepts related to the hands-on activity, but they need more help in exploring practical products of applying discipline related concepts for the purpose of stimulating their design ideas; and (2) the two-stage hands-on technology learning activity served as useful prompts in developing preservice teachers’ primary and secondary experiences in applying science and mathematics concepts during the design process. However, it was evident that preservice teachers still needed more training in improving their design ideas by the application of more in-depth related science and mathematics concepts.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9340-1
      Issue No: Vol. 27, No. 1 (2017)
       
  • How an integrative STEM curriculum can benefit students in engineering
           design practices
    • Authors: Szu-Chun Fan; Kuang-Chao Yu
      Pages: 107 - 129
      Abstract: Abstract STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9328-x
      Issue No: Vol. 27, No. 1 (2017)
       
  • The abilities of understanding spatial relations, spatial orientation, and
           spatial visualization affect 3D product design performance: using carton
           box design as an example
    • Authors: Kun-Hsi Liao
      Pages: 131 - 147
      Abstract: Abstract Three-dimensional (3D) product design is an essential ability that students of subjects related to product design must acquire. The factors that affect designers’ performance in 3D design are numerous, one of which is spatial abilities. Studies have reported that spatial abilities can be used to effectively predict people’s performance in conducting complex operations. Nevertheless, few studies have explored the relationship between spatial abilities and designers’ performance in 3D product design. Spatial ability is a type of mental ability and comprises numerous factors. Carton box design is a typical type of standardized 3D product design, in which designers’ performance is affected by the spatial abilities they possess. The most crucial factor among these abilities is the space conversion ability, which is the ability to convert two-dimensional (2D) surface developments into 3D perspective views and convert 3D carton boxes into 2D plans. These operations require an in-depth perception of objects, an understanding of the relative spatial relations among objects, and spatial visualization. In this study, carton box design was used as an example to investigate, using structural equation modeling, the effects that the ability to understand spatial relations, spatial orientation, and spatial visualization have on designers’ performance in 3D product design. The results indicated that all three spatial abilities (i.e., understanding spatial relations, spatial orientation, and spatial visualization) directly influence designers’ performance in carton box design. Therefore, spatial abilities are vital factors affecting designers’ performance in 3D product design.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9330-3
      Issue No: Vol. 27, No. 1 (2017)
       
  • An exploratory study of the effect of enclosed structure on type design
           with fixation dispersion: evidence from eye movements
    • Authors: Min-Yuan Ma; Hsien-Chih Chuang
      Pages: 149 - 164
      Abstract: Abstract Type design is the process of re-organizing visual elements and their corresponding meanings into a new organic entity, particularly for the highly logographic Chinese characters whose intrinsic features are retained even after reorganization. Due to this advantage, designers believe that such a re-organization process will not affect Chinese character recognition. However, not having an effect on recognition is not the same as not affecting the viewing process, especially when the character is so highly deconstructed that, along with the viewing process, the original intention of the design and its efficacy are both indirectly affected. Therefore, besides capturing the changes of character features, a good type designer should understand how characters are viewed. Past studies have found that character structure will affect character recognition, particularly for enclosed and non-enclosed characters whose differences are significant, although the interpretation of such differences remains open for discussion. This study explored the viewing process of Chinese characters with eye-tracking methods and calculated the concentration and saccadic amplitude of fixation in the viewing process in terms of the descriptive approach in a geographic information system, so as to investigate the differences among types of character modules with the spatial dispersion index. This study found that the overall vision when viewing enclosed structures is more concentrated than non-enclosed structures.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9342-z
      Issue No: Vol. 27, No. 1 (2017)
       
  • Towards effective group work assessment: even what you don’t see can
           bias you
    • Authors: Gahgene Gweon; Soojin Jun; Susan Finger; Carolyn Penstein Rosé
      Pages: 165 - 180
      Abstract: Abstract In project-based learning (PBL) courses, which are common in design and technology education, instructors regard both the process and the final product to be important. However, conducting an accurate assessment for process feedback is not an easy task because instructors of PBL courses often have to make judgments based on a limited view of group work. In this paper, we provide explanations about how in practice instructors actually exhibit cognitive biases and judgments made using incomplete information in the context of an engineering design education classroom. More specifically, we hypothesize that instructors would be susceptible to human errors that are well known in social psychology, the halo effect and the fundamental attribution error, because they have a limited view of group work when they facilitate distributed and remote groups. Through this study, we present two main contributions, namely (1) insights based on classroom data about limitations of current instructor assessment practices, (2) an illustration of using principles from social psychology as a lens for exploring important design questions for designing tools that monitor support oversight of group work. In addition to the study, we illustrate how the findings from our classroom study can be used for effective group assessments.
      PubDate: 2017-03-01
      DOI: 10.1007/s10798-015-9332-1
      Issue No: Vol. 27, No. 1 (2017)
       
  • Architectural design education: in varietate unitas
    • Authors: E. J. G. C. van Dooren; J. van Merriënboer; H. P. A. Boshuizen; M. van Dorst; M. F. Asselbergs
      Abstract: Abstract A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be.
      PubDate: 2017-02-13
      DOI: 10.1007/s10798-017-9396-1
       
  • Examining correlations between preparation experiences of US technology
           and engineering educators and their teaching of science content and
           practices
    • Authors: Tyler S. Love; John G. Wells
      Abstract: Abstract The purpose of this research was to investigate the extent of the relationship between select technology and science preparation experiences of United States (US) technology and engineering (T&E) teachers and their teaching of science content and practices. Utilizing a fully integrated mixed methods design (Teddlie and Tashakkori in Res Schools 13(1):12–28, 2006), this study was conducted to inform the pre- and in-service preparation needs for US T&E educators. A random sample of 55 Foundations of Technology (FoT) teachers across 12 US county school systems within an International Technology and Engineering Educators Association consortium state participated in an online survey, leading to eight teachers being purposefully selected for classroom observations. Data collected from the surveys and classroom observations were analyzed through Spearman’s rho tests to examine the strength of the relationships between certain formal/informal preparation factors and the teaching of science content and practices. These data were corroborated with FoT curriculum content analyses, classroom observation audio recordings and notes, and interview responses to help validate the results. Analyses of the data revealed significant correlations between specific formal and informal preparation experiences and the observed teaching of science content and practices. The findings and conclusions drawn from the data analyses provided implications for T&E educators, science educators, educational researchers, pre-service programs, and in-service professional development efforts.
      PubDate: 2017-02-08
      DOI: 10.1007/s10798-017-9395-2
       
  • Dancing robots: integrating art, music, and robotics in Singapore’s
           early childhood centers
    • Authors: Amanda Sullivan; Marina Umaschi Bers
      Abstract: Abstract In recent years, Singapore has increased its national emphasis on technology and engineering in early childhood education. Their newest initiative, the Playmaker Programme, has focused on teaching robotics and coding in preschool settings. Robotics offers a playful and collaborative way for children to engage with foundational technology and engineering concepts during their formative early childhood years. This study looks at a sample of preschool children (N = 98) from five early childhood centers in Singapore who completed a 7-week STEAM (Science, Technology, Engineering, Arts, and Mathematics) KIBO robotics curriculum in their classrooms called, “Dances from Around the World.” KIBO is a newly developed robotics kit that teaches both engineering and programming. KIBO’s actions are programmed using tangible programming blocks—no screen-time required. Children’s knowledge of programming concepts were assessed upon completion of the curriculum using the Solve-Its assessment. Results indicate that children were highly successful at mastering foundational programming concepts. Additionally, teachers were successful at promoting a collaborative and creative environment, but less successful at finding ways to engage with the greater school community through robotics. This research study was part of a large country-wide initiative to increase the use of developmentally appropriate engineering tools in early childhood settings. Implications for the design of technology, curriculum, and other resources are addressed.
      PubDate: 2017-01-23
      DOI: 10.1007/s10798-017-9397-0
       
  • 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
       
  • Perception of the acquisition of generic competences in engineering
           degrees
    • 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
       
  • 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
       
  • 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
       
  • 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
       
 
 
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