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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 297 journals)
    - CERAMICS, GLASS AND POTTERY (26 journals)
    - MACHINERY (33 journals)
    - MANUFACTURING AND TECHNOLOGY (184 journals)
    - METROLOGY AND STANDARDIZATION (4 journals)
    - PACKAGING (15 journals)
    - PAINTS AND PROTECTIVE COATINGS (5 journals)
    - PLASTICS (28 journals)
    - RUBBER (2 journals)

MANUFACTURING AND TECHNOLOGY (184 journals)                     

Showing 1 - 73 of 73 Journals sorted alphabetically
3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 13)
Additive Manufacturing     Hybrid Journal   (Followers: 7)
Advanced Manufacturing: Polymer & Composites Science     Open Access   (Followers: 30)
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: 8)
Advances in Technology Innovation     Open Access   (Followers: 2)
Afrique Science : Revue Internationale des Sciences et Technologie     Open Access   (Followers: 2)
American Journal of Applied Sciences     Open Access   (Followers: 28)
American Journal of Nanotechnology     Open Access   (Followers: 26)
American Journal of Sensor Technology     Open Access   (Followers: 4)
Appita Journal: Journal of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 9)
Applied Ergonomics     Full-text available via subscription   (Followers: 14)
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: 3)
Behavioral and Cognitive Neuroscience Reviews     Hybrid Journal   (Followers: 20)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access   (Followers: 1)
Biotechnology     Open Access   (Followers: 6)
Biotechnology Progress     Hybrid Journal   (Followers: 39)
Bulletin of Science, Technology & Society     Hybrid Journal   (Followers: 5)
CATTECH     Hybrid Journal   (Followers: 1)
Centaurus     Hybrid Journal   (Followers: 3)
Circuit World     Hybrid Journal   (Followers: 15)
Clay Technology     Full-text available via subscription  
Cold Regions Science and Technology     Hybrid Journal   (Followers: 3)
Comparative Technology Transfer and Society     Full-text available via subscription   (Followers: 3)
Components, Packaging and Manufacturing Technology, IEEE Transactions on     Hybrid Journal   (Followers: 26)
Composites Science and Technology     Hybrid Journal   (Followers: 179)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Computer-Aided Design and Applications     Hybrid Journal   (Followers: 4)
Control Theory and Informatics     Open Access   (Followers: 8)
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: 30)
East Asian Science, Technology and Society: An International Journal     Full-text available via subscription   (Followers: 1)
Economics of Innovation and New Technology     Hybrid Journal   (Followers: 17)
Emerging Materials Research     Hybrid Journal   (Followers: 2)
Environmental Technology     Hybrid Journal   (Followers: 4)
Fibers     Open Access   (Followers: 7)
Fibers and Polymers     Full-text available via subscription   (Followers: 6)
Foresight     Hybrid Journal   (Followers: 7)
FORMakademisk     Open Access  
Futures     Hybrid Journal   (Followers: 14)
Gender, Technology and Development     Hybrid Journal   (Followers: 8)
Green Materials     Hybrid Journal   (Followers: 1)
History and Technology: An International Journal     Hybrid Journal   (Followers: 10)
Human Factors in Design     Open Access   (Followers: 6)
Hybrid Materials     Open Access  
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (Followers: 6)
IETE Journal of Research     Open Access   (Followers: 11)
IETE Technical Review     Open Access   (Followers: 11)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 36)
Información Tecnológica     Open Access  
Innovation: Management, Policy & Practice     Hybrid Journal   (Followers: 17)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 11)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (Followers: 12)
Integrating Materials and Manufacturing Innovation     Open Access   (Followers: 7)
International Journal for Quality Research     Open Access   (Followers: 3)
International Journal for the History of Engineering and Technology     Hybrid Journal   (Followers: 4)
International Journal of Additive and Subtractive Materials Manufacturing     Hybrid Journal   (Followers: 1)
International Journal of Advanced Design and Manufacturing Technology     Open Access   (Followers: 7)
International Journal of Automation and Logistics     Hybrid Journal   (Followers: 5)
International Journal of Bifurcation and Chaos     Hybrid Journal   (Followers: 2)
International Journal of Business and Systems Research     Hybrid Journal   (Followers: 1)
International Journal of CAD/CAM     Open Access   (Followers: 1)
International Journal of Design     Open Access   (Followers: 28)
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: 9)
International Journal of Innovation Science     Hybrid Journal   (Followers: 9)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (Followers: 9)
International Journal of Law and Information Technology     Hybrid Journal   (Followers: 4)
International Journal of Learning Technology     Hybrid Journal   (Followers: 9)
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 14)
International journal of materials research     Full-text available via subscription   (Followers: 1)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 10)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 8)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (Followers: 5)
International Journal of Planning and Scheduling     Hybrid Journal   (Followers: 2)
International Journal of Precision Engineering and Manufacturing-Green Technology     Hybrid Journal   (Followers: 2)
International Journal of Production Management and Engineering     Open Access   (Followers: 4)
International Journal of Quality and Innovation     Hybrid Journal   (Followers: 5)
International Journal of Quality Engineering and Technology     Hybrid Journal   (Followers: 3)
International Journal of Service and Computing Oriented Manufacturing     Hybrid Journal   (Followers: 2)
International Journal of Social and Humanistic Computing     Hybrid Journal   (Followers: 1)
International Journal of System of Systems Engineering     Hybrid Journal   (Followers: 2)
International Journal of Technoentrepreneurship     Hybrid Journal   (Followers: 2)
International Journal of Technological Learning, Innovation and Development     Hybrid Journal   (Followers: 7)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 13)
International Journal of Technology and Globalisation     Hybrid Journal   (Followers: 3)
International Journal of Technology Intelligence and Planning     Hybrid Journal   (Followers: 1)
International Journal of Technology Management     Hybrid Journal   (Followers: 4)
International Journal of Technology Marketing     Hybrid Journal   (Followers: 4)
International Journal of Technology Transfer and Commercialisation     Hybrid Journal   (Followers: 1)
International Journal of Technology, Policy and Management     Hybrid Journal   (Followers: 1)
International Journal of Vehicle Autonomous Systems     Hybrid Journal  
International Journal of Vehicle Design     Hybrid Journal   (Followers: 6)
International Wood Products Journal     Hybrid Journal   (Followers: 3)
ITL - International Journal of Applied Linguistics     Full-text available via subscription   (Followers: 14)
Journal for Manufacturing Science and Production     Hybrid Journal   (Followers: 6)
Journal for New Generation Sciences     Open Access   (Followers: 2)
Journal of Analytical Science & Technology     Open Access   (Followers: 6)
Journal of Applied Sciences     Open Access   (Followers: 5)
Journal of Control & Instrumentation     Full-text available via subscription   (Followers: 8)
Journal of Control Theory and Applications     Hybrid Journal   (Followers: 2)
Journal of Design Research     Hybrid Journal   (Followers: 15)
Journal of Engineering and Technology     Open Access   (Followers: 6)
Journal of Enterprise Transformation     Hybrid Journal   (Followers: 1)
Journal of Frugal Innovation     Open Access  
Journal of High Technology Management Research     Hybrid Journal   (Followers: 3)
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: 8)
Journal of Micro-Bio Robotics     Hybrid Journal  
Journal of Middle European Construction and Design of Cars     Open Access   (Followers: 2)
Journal of Nanobiotechnology     Open Access   (Followers: 4)
Journal of Operations and Supply Chain Management     Open Access   (Followers: 7)
Journal of Production Research & Management     Full-text available via subscription   (Followers: 2)
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: 4)
Journal of Sensors and Sensor Systems     Open Access   (Followers: 7)
Journal of Sustainable Metallurgy     Hybrid Journal   (Followers: 3)
Journal of Technology in Human Services     Hybrid Journal   (Followers: 3)
Journal of Technology Management in China     Hybrid Journal   (Followers: 1)
Journal of the Chinese Institute of Industrial Engineers     Hybrid Journal   (Followers: 1)
Journal of The Royal Society Interface     Full-text available via subscription   (Followers: 8)
Journal of Urban Technology     Hybrid Journal   (Followers: 4)
Jurnal Energi Dan Manufaktur     Open Access  
Lasers in Manufacturing and Materials Processing     Full-text available via subscription  
Leibniz Transactions on Embedded Systems     Open Access  
Lightweight Design     Hybrid Journal   (Followers: 6)
Main Science and Technology Indicators - Principaux indicateurs de la science et de la technologie     Full-text available via subscription  
Management and Production Engineering Review     Open Access   (Followers: 2)
Manufacturing Letters     Full-text available via subscription  
Manufacturing Review     Open Access   (Followers: 1)
Manufacturing Science and Technology     Open Access   (Followers: 2)
Materials Science and Engineering: B     Hybrid Journal   (Followers: 20)
Materials testing. Materialprüfung     Full-text available via subscription   (Followers: 6)
Microgravity Science and Technology     Hybrid Journal   (Followers: 1)
Modern Electronic Materials     Open Access  
NanoEthics     Hybrid Journal   (Followers: 1)
Nature Biotechnology     Full-text available via subscription   (Followers: 479)
NDT & E International     Hybrid Journal   (Followers: 53)
Perspectives on Global Development and Technology     Hybrid Journal  
Plastics, Rubber and Composites     Hybrid Journal   (Followers: 7)
Procedia CIRP     Open Access   (Followers: 2)
Procedia IUTAM     Open Access  
Procedia Manufacturing     Open Access  
Production     Open Access  
Production & Manufacturing Research     Open Access   (Followers: 1)
Reliability Engineering & System Safety     Hybrid Journal   (Followers: 18)
Remote Sensing Letters     Hybrid Journal   (Followers: 40)
Research Papers Faculty of Materials Science and Technology Slovak University of Technology     Open Access   (Followers: 3)
Revista Latinoamericana de Metalurgia y Materiales     Open Access  
Revista Produção Online     Open Access  
Science and Technology of Advanced Materials     Open Access   (Followers: 6)
Science China Materials     Hybrid Journal  
Scientia Canadensis: Canadian Journal of the History of Science, Technology and Medicine / Scientia Canadensis : revue canadienne d'histoire des sciences, des techniques et de la médecine     Full-text available via subscription   (Followers: 5)
Strategic Design Research Journal     Open Access   (Followers: 1)
Structural Health Monitoring     Hybrid Journal   (Followers: 6)
Sustainability : The Journal of Record     Hybrid Journal   (Followers: 6)
Synthesis Lectures on Engineers, Technology and Society     Full-text available via subscription  
Synthesis Lectures on Image, Video, and Multimedia Processing     Full-text available via subscription   (Followers: 3)
Technical Communication Quarterly     Hybrid Journal   (Followers: 7)
Techniques et culture     Open Access   (Followers: 1)
Technological Forecasting and Social Change     Hybrid Journal   (Followers: 10)
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: 15)
Tire Science and Technology     Full-text available via subscription   (Followers: 3)
Traitements et Materiaux     Free   (Followers: 19)
Tsinghua Science & Technology     Hybrid Journal   (Followers: 1)
Underwater Technology: The International Journal of the Society for Underwater     Full-text available via subscription   (Followers: 1)
World Review of Science, Technology and Sustainable Development     Hybrid Journal   (Followers: 4)
Вісник Приазовського Державного Технічного Університету. Серія: Технічні науки     Open Access  

           

Journal Cover International Journal of Technology and Design Education
  [SJR: 0.573]   [H-I: 24]   [13 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 1573-1804 - ISSN (Online) 0957-7572
   Published by Springer-Verlag Homepage  [2352 journals]
  • Sketching by design: teaching sketching to young learners
    • Authors: Todd R. Kelley; Euisuk Sung
      Pages: 363 - 386
      Abstract: Abstract Recent science educational reforms in the United States have prompted increased efforts to teach engineering design as an approach to improve STEM (Science, Technology, Engineering, and Mathematics) learning in K-12 classrooms. Teaching design in early grades is a new endeavor for teachers in the United States. Much can be learned from design teaching and research on K-12 design education outside of the US. The purpose of this study was to explore how students learn and use design sketching to support their learning of science and design practices. Researchers provided a treatment of design sketching instruction based on best practices of prior research finding (Hope in Des Technol Educ Int J 10: 43–53, 2005; Gustafson et al. J Technol Educ 19(1):19–34, 2007). A delayed treatment model was used to provide a two-group counterbalanced quasi-experimental design to compare an experimental group and comparison (delayed treatment) group results from (6) grade 3 classrooms. Researchers employed Hope’s Des Technol Educ Int J 10: 43–53, (2005) frame to organize sketching data for analysis. Findings from this study indicated that design instruction treatment did improve student’s design and communication practices, moving from using sketching as a container of ideas to the use of sketching as a form of design communication and to refine design ideas. Both the treatment and comparison groups improved sketching skills after treatment was provided to both groups. Sketching is a design practice that can also help student learn science concepts through the generation of mental models of conceptual understanding.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9354-3
      Issue No: Vol. 27, No. 3 (2017)
       
  • Visible parts, invisible whole: Swedish technology student teachers’
           conceptions about technological systems
    • Authors: Jonas Hallström; Claes Klasander
      Pages: 387 - 405
      Abstract: Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating Swedish technology student teachers’ conceptions of technological systems. The following research question is posed: How do Swedish technology student teachers conceive of technological systems' Data was collected through in-depth qualitative surveys with 26 Swedish technology student teachers. The data was analysed using a hermeneutic method, aided by a theoretical synthesis of established system theories (system significants). The main results of the study are that the technology student teachers expressed diverse conceptions of technological systems, but that on average almost half of them provided answers that were considered as undefined. The parts of the systems that the students understood were mostly the visible parts, either components, devices, or products such as buttons, power lines, hydroelectric plants, or the interface with the software inside a mobile phone. However, the ‘invisible’ or abstract aspects of the technological systems, such as flows of information, energy or matter, or control operations were difficult to understand for the majority of the students. The flow of information was particularly challenging in this regard. The students could identify the input and often the output of the systems, that is, what systems or components do, but the processes that take place within the systems were elusive. Comparing between technological systems also proved difficult for many students. The role of humans was considered important but it was mostly humans as users not as actors on a more systemic level, for example, as system owners, innovators, or politicians. This study confirms previous research in that the students had a basic understanding of structure, input and output of a technological system. Thus, the adult students in this study did not seem to have better understanding of technological systems than school pupils and teachers in previous studies, although this is in line with previous investigations on the general system thinking capabilities of children and adults. The most important implication of this study is that students need to be trained in systems thinking, particularly regarding how components work and connect to each other, flows (especially of information), system dependency, and the human role in technological systems.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9356-1
      Issue No: Vol. 27, No. 3 (2017)
       
  • Concept learning by direct current design challenges in secondary
           education
    • Authors: Dave H. J. van Breukelen; Marc J. de Vries; Frank A. Schure
      Pages: 407 - 430
      Abstract: Abstract This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9357-0
      Issue No: Vol. 27, No. 3 (2017)
       
  • Delivering technological literacy to a class for elementary school
           pre-service teachers in South Korea
    • Authors: Hyuksoo Kwon
      Pages: 431 - 444
      Abstract: Abstract This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers’ attitudinal transition toward elementary school technology education (ESTE) and its implementation. An introductory ESTE program within Practical Arts Education was developed through a procedure consisting of preparation, development, and improvement. The program was implemented among 127 elementary school pre-service teachers for 7 weeks in South Korea. The learning contents based on the ESTE research and national curriculum included (1) technology learning units in the Practical Arts textbooks, (2) technology and invention, (3) drawing and design, (4) wood products, (5) basic electricity and electronics, and (6) integrative science, technology, engineering, and mathematics/science, technology, engineering, arts, and mathematics education. These contents were delivered via an instructor’s lecture, hands-on activities on technological design, and cooperative learning. A pre- and post-test on the study participants’ attitudes toward ESTE and on their knowledge, competency, and anxiety in relation to the six learning contents were conducted. The research results indicated a stable improvement in the study participants’ attitudes toward ESTE, their level of knowledge about ESTE, and their competency to teach ESTE. The developed program also decreased their anxiety in relation to teaching ESTE. The study findings may provide useful insights into the professional development of elementary school teachers in connection with ESTE, and into the implementation of technology education in the elementary school setting.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9360-5
      Issue No: Vol. 27, No. 3 (2017)
       
  • Bridging a gap: in search of an analytical tool capturing teachers’
           perceptions of their own teaching
    • Authors: Lennart Rolandsson; Inga-Britt Skogh; Sirkku Männikkö Barbutiu
      Pages: 445 - 458
      Abstract: Abstract Computing and computers are introduced in school as important examples of technology, sometimes as a subject matter of their own, and sometimes they are used as tools for other subjects. All in all, one might even say that learning about computing and computers is part of learning about technology. Lately, many countries have implemented programming in their curricula as a means to address society’s dependence on, and need for programming knowledge and code. Programming is a fairly new school subject without educational traditions and, due to the rapid technological development, in constant change. This means that most programming teachers must decide for themselves what and how to teach. In this study, programming teachers’ teaching is studied. With the aim of exploring the connection/possible gap between teacher’s intentions and the teacher’s instructional practice, an expansion of the conceptual apparatus of phenomenography and variation theory is tested. In the article, phenomenography and variation theory and the suggested supplementary theoretical tool (Georg Henrik von Wright’s model of logic of events) are briefly presented and then deployed upon one selected case. Findings reveal that teachers’ intentions (reflected in their actions) include an emphasis (of teachers’ side) on the importance of balancing theory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding of concepts. In conclusion, logic of events interpretations proves to be useful as a complementary tool to the conceptual apparatus of phenomenography.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9353-4
      Issue No: Vol. 27, No. 3 (2017)
       
  • Interdisciplinarity in design education: understanding the undergraduate
           student experience
    • Authors: James A. Self; Joon Sang Baek
      Pages: 459 - 480
      Abstract: Abstract Interdisciplinarity is becoming a critical issue of concern for design schools across East Asia in their attempts to provide industry graduates with the skills and competences to make creative contributions in a global economy. As a result, East Asian higher education institutions are aggressively endeavouring to provide interdisciplinary undergraduate curriculum that combine traditional designerly skills with engineering knowledge and methods. The current study takes an interdisciplinary undergraduate course as case-study to examine how the pedagogic strategy of team teaching influences student learning experience. Two surveys of student learning were conducted for this research purpose. The first provided an indication of the holistic student learning experience, while the second explored the conditions of team and non-team teaching as influence upon learning experiences specifically. Results showed how students taught by a single instructor provided a more positive overall opinion of course quality and experienced significantly more encouragement to participate compared to team taught respondents. However, findings also indicated how team teaching significantly increased the students’ experience of a balanced contribution from different disciplinary perspectives and how the team teaching approach was significantly more effective in providing students with greater opportunities to understand the relevance of the different disciplines to the course subject. We conclude with a discussion of results in terms of the effective use of team teaching at undergraduate level as strategy for interdisciplinary learning experiences.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9355-2
      Issue No: Vol. 27, No. 3 (2017)
       
  • Learning CAD at university through summaries of the rules of design intent
    • Authors: Basilio Ramos Barbero; Carlos Melgosa Pedrosa; Raúl Zamora Samperio
      Pages: 481 - 498
      Abstract: Abstract The ease with which 3D CAD models may be modified and reused are two key aspects that improve the design-intent variable and that can significantly shorten the development timelines of a product. A set of rules are gathered from various authors that take different 3D modelling strategies into account. These rules are then applied to CAD strategic-knowledge learning methodology and included in 3D CAD modelling exercises for students following the degree in mechanical engineering at the University of Burgos (Spain). The experiment was conducted in two groups with a total of 75 students. The design-intent rules were introduced in the different exercises that the teacher explained in both the theoretical and the practical classes. In addition, a summary of the different design rules in each of the practical exercises was explained in the practical classes in only one of the groups. The experimental results, reported in this paper, tested the influence of these summaries on overall improvements in 3D modelling and on the design-intent variable, which is subdivided into four sections: skeleton, structures, alterations and constraints. The use of the summaries of the design intent rules led to statistically significant improvements in 3D modelling in the experimental group, in comparison with the group of students to whom those summaries were not explained.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9358-z
      Issue No: Vol. 27, No. 3 (2017)
       
  • Role of cultural inspiration with different types in cultural product
           design activities
    • Authors: Shi-Jian Luo; Ye-Nan Dong
      Pages: 499 - 515
      Abstract: Abstract Inspiration plays an important role in the design activities and design education. This paper describes “ancient cultural artefacts” as “cultural inspiration”, consisting of two types called “cultural-pictorial inspiration” (CPI) and “cultural-textual inspiration” (CTI). This study aims to test the important role of cultural inspiration with different types in cultural product design activities. Through an exploratory experiment, design students were asked to extract cultural features from ancient cultural artefacts and generate new “culturally-oriented products”. Two experts statistically analyzed the categories and quantities of cultural features, and then evaluated the creativity (originality and practicality) of design outcomes. Results show that students who worked with CTI create more creative outcomes than students who worked with CPI. It was also found that cultural features generation affect the originality of design outcomes.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-016-9359-y
      Issue No: Vol. 27, No. 3 (2017)
       
  • Enhancing spatial ability and mechanical reasoning through a STEM course
    • Authors: Carme Julià; Juan Òscar Antolì
      Abstract: Abstract There is a clear contemporary interest for developing science, technology, engineering, and mathematics (STEM) at schools. Besides, there exist a lot of research that justify the importance of spatial ability to obtain success in STEM subjects. Nevertheless, the spatial ability is relatively ignored in the general practice of teaching and learning in the K-12 setting. The goal of this paper is to analyse the evolution of spatial abilities of students that assist to a STEM course. Additionally, the evolution of their mechanical reasoning is also analysed. The STEM course was designed and implemented for the first time in a 6th grade class (primary school) and a 7th grade class (secondary school) throughout a whole academic year. First, the spatial ability and the mechanical reasoning of the students were assessed with the corresponding prepared pre-tests. Then, after finishing the STEM course, the students were tested with analogous post-tests. An exhaustive analysis of the obtained results is provided in the paper. It is shown that the spatial ability of the students was definitely improved. Furthermore, this improvement was statistically significant. Results also evidenced that the mechanical reasoning of the participants was also improved, although the improvement was not statistically significant. Moreover, this research showed that, in general, obtained results do not depend significantly on the gender of the participants. Finally, results manifested the statistically significant difference of spatial ability between 6th grade and 7th grade students. The difference between grade levels was not as significant in the mechanical reasoning case.
      PubDate: 2017-09-27
      DOI: 10.1007/s10798-017-9428-x
       
  • Colourful practice: Is design education informing architects’ use of
           colour'
    • Authors: Bahareh Motamed; Richard Tucker
      Abstract: Abstract This paper sets out to consider the relationship between design education, architects’ colour knowledge, colour orientations and colour use in design practice. Specifically, a survey of 274 architects, architectural academics and postgraduates in Australia and Iran addressed the questions—is design education informing colour knowledge, and does colour education and knowledge inform an architect’s colour use in their designs' The findings suggest colour use in architecture has two chief influences: (1) Colour Orientation (architects’ general attitudes and prejudices towards colour use); and (2) Contextual Variables (the cultural and physical context of designs). The study shows that while the amount of colour education that architects receive has little role in informing their colourfulness orientations (i.e., how colourful they believe architecture in general should be), the greater an architect’s colour knowledge the more colourful their designs will be. The study suggests that the colourfulness of contemporary buildings is likely influenced more by levels of architects’ theoretical colour knowledge and by their personal preferences rather than by contextual influences such as the cultural and physical context of a design, the building function, or client directives.
      PubDate: 2017-09-14
      DOI: 10.1007/s10798-017-9426-z
       
  • Navigating worlds of information: STEM literacy practices of experienced
           makers
    • Authors: Brian E. Gravel; Eli Tucker-Raymond; Kaitlin Kohberger; Kyle Browne
      Abstract: Abstract Making as a design-centered learning activity has recently received significant attention in education. We use literacies—how individuals use representations to learn—to explore the STEM literacy practices of experienced designers and makers. Describing makers’ representational practices in STEM contexts can inform the design of literacy supports for young makers that can encourage their use of representations to connect STEM disciplines and design practices. We interviewed experienced makers to describe one literacy practice central to design: identifying, organizing, and integrating information. Makers enacted this practice within specific making processes—e.g., designing—with the purpose of sourcing and navigating information related to their chosen problems. The research supports efforts to bridge learning while making with learning in schools by positioning STEM literacies as central practices involved in the processes of designing and making.
      PubDate: 2017-09-06
      DOI: 10.1007/s10798-017-9422-3
       
  • Emerging perspectives on the demonstration as a signature pedagogy in
           design and technology education
    • Authors: Matt McLain
      Abstract: Abstract This paper analyses the beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology, where there is a limited body of literature outlining the theory and practice. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning, including teacher modelling and explaining. The study explores the subjective beliefs of seven practicing teachers through Q Methodology; comparing and analysing the responses of the participants’ subjective beliefs and values, using 62 statements relating to teacher modelling and explaining, developed and refined with teacher educators, and representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring trainees in Initial Teacher Education. The findings will represent a snapshot of subjective values of practicing teachers, as part of a discourse on signature pedagogies in design and technology education.
      PubDate: 2017-09-01
      DOI: 10.1007/s10798-017-9425-0
       
  • Heuristics and CAD modelling: an examination of student behaviour during
           problem solving episodes within CAD modelling activities
    • Authors: Jeffrey Buckley; Niall Seery; Donal Canty
      Abstract: Abstract Design activities typically involve and culminate in the creation of models representative of new ideas and conceptions. The format is often dictated by the specific discipline, with ideas in design and technology education regularly being externalised through the use of computer aided design (CAD). This paper focusses on the realisation stage of a design process, specifically when conceptual ideas are being externalised through CAD. Acknowledging students as novices or quasi-experts with regards to their levels of technical expertise and recognising the limitations in the cognitive capacities of humans suggests merit in investigating problem solving strategies through the lens of heuristics. A comparative study was employed between two distinct CAD systems to examine students modelling behaviour. Considering the situational context of the problems encountered and the bounded rationality which the students are operating within, a number of insights are generated from the findings which are of importance from a pedagogical perspective within design and technology education.
      PubDate: 2017-08-31
      DOI: 10.1007/s10798-017-9423-2
       
  • Tracing design students’ affective journeys through reflective
           writing
    • Authors: Koray Gelmez; Humanur Bagli
      Abstract: Abstract Affection in learning embraces emotions, attitudes, values and beliefs that emerge during the learning process, and it is a vital and hidden element of learning. Studies focusing on affective, or emotional, aspects of design learning in the context of design education underscore the significance of the affective process and inform us of the connection between the creative dimension and emotions during a design activity. To this point, this paper addresses the following research question: to what extent does reflective writing disclose design students’ affective journeys throughout a semester' An empirical study is conducted to observe first-year industrial design students’ affective processes during a semester using their structured reflective diaries. The longitudinal study results show that the students exhibit certain tendencies in terms of the affective processes throughout a semester. The findings of this study are discussed in reference to peak points, anomalies and tendencies of the affective processes observed based on excerpts from the diaries. It is concluded that affective responses in design learning are multidimensional and wide-ranging.
      PubDate: 2017-08-23
      DOI: 10.1007/s10798-017-9424-1
       
  • Why do students present different design objectives in engineering design
           projects'
    • Authors: Szu-Chun Fan; Kuang-Chao Yu; Shi-Jer Lou
      Abstract: Abstract Engineering design practice has been recognized as an effective approach to engage students in STEM learning. However, we noticed that students who possessed strong STEM knowledge did not necessarily perform well on their design projects. Thus, this study sought to explore factors that shaped students’ design objectives and means. A design-based research was adopted using a single group teaching experiment, in which students’ performance in relation to conceptual knowledge, engineering design practice, and their STEM attitudes were assessed in different design complexity groups. Based on the findings of this study, we concluded that students’ interest and metacognitive skills might be the key factors affecting their motivation during the engineering design process. Their abilities in predictive analysis and testing/revising were core elements affecting their design thinking. Our work provides preliminary evidence on how students form and present different design purposes and objectives in an engineering design project.
      PubDate: 2017-08-16
      DOI: 10.1007/s10798-017-9420-5
       
  • The typological learning framework: the application of structured
           precedent design knowledge in the architectural design studio
    • Authors: Robert Grover; Stephen Emmitt; Alexander Copping
      Abstract: Abstract In the architectural design process, built precedent can be a valuable resource to shape design situations. Typology, the systematic categorisation of precedent, may act as a means to interpret this information and identify relationships between existing buildings and new design. This work explores the link between typology and the design process and asks how typological thinking may benefit novice designers in the context of the architectural design studio. The research conceptually synthesises theories of typology with design methods to provide a practical framework for the application of typology in design studio teaching. Adopting a stage-based model of design, underpinned by the critical method as a description of individual design cycles, the framework offers a means of guiding project decisions, encouraging ideation and accessing information embedded in design precedents. The research is exploratory in nature and adopts a participant observation approach to develop and test the proposed framework. This is supported by data gathered from case studies, structured interviews and questionnaires. The typological learning framework is supported by the results of the research and considers various interpretations of typology at each stage in the design process, analytical processes required and practical guidance for designers and educators.
      PubDate: 2017-08-16
      DOI: 10.1007/s10798-017-9421-4
       
  • The things that belong: a grounded theory study of student categorizations
           of complex technical artifacts
    • Authors: Michael T. Rücker; Niels Pinkwart
      Abstract: Technical artifacts play a central role in teaching and learning about technology. The artifact exemplars used in the classroom to illustrate and discuss various technological concepts should therefore be carefully chosen in order to actually support the abstraction and successful transfer of these concepts. Research from the learning and cognitive sciences strongly suggests that this requires an understanding of how students actually perceive and conceptualize various technical artifacts, what similarities, differences and features are most salient and meaningful in their eyes. In this paper, we propose a grounded theory of how students differentiate and relate various complex technical artifacts. The core of our theory is formed by four hierarchically ordered juxtapositions: (1) technology versus non-technology, (2) everyday versus specialized, (3) private versus public, and (4) luxury versus necessity, which divide the realm of technical artifacts into five broad categories: high technology, household technology, public technology, real technology, and no/low technology. Our claim is that these differentiations and categories are generally salient and meaningful for students. Based on the theory of variation, we outline how they might help educators make more informed and systematic selections of exemplar artifacts to use in the classroom.
      PubDate: 2017-07-21
      DOI: 10.1007/s10798-017-9419-y
       
  • New Zealand secondary technology teachers’ perceptions:
           “technological” or “technical” thinking'
    • Authors: Elizabeth Reinsfield; P. John Williams
      Abstract: Abstract Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.
      PubDate: 2017-07-06
      DOI: 10.1007/s10798-017-9418-z
       
  • Engineering attitudes: an investigation of the effect of literature on
           student attitudes toward engineering
    • Authors: Geoffrey Albert Wright
      Abstract: Abstract The growth of STEM career occupations is outpacing the college enrollment of STEM students in the United States. There have been many research projects investigating this issue. There has not however been a study which investigated the impact non-fiction literature has on student interest in studying STEM (specifically engineering) content. The purpose of this study was to investigate the change of student attitudes toward engineering after reading literature involving non-fiction engineering centric narratives. The study used a modified version of the PATT (Pupils Attitudes Towards Technology) called the TEAS (Technology and Engineering Attitudes Scale) to measure student attitude change. The students were high-school aged students in the United States (ages: 15–17) who were enrolled in an English Literature course. The students completed the TEAS before and after reading and studying two engineering and technology centric non-fiction books (The Boy Who Harnessed The Wind and October Sky). The data revealed that student attitude after reading and studying the two books did not statistically change.
      PubDate: 2017-07-04
      DOI: 10.1007/s10798-017-9417-0
       
  • The cosmopolitan engineering student: an analysis of a recruitment
           campaign for KTH Royal Institute of Technology in Stockholm
    • Authors: Patricia Kingdon
      Abstract: Abstract This paper presents a study that seeks to examine the messages conveyed in one of the initiatives that have been initialized in order to make young people interested in pursuing engineering studies at technological universities. The study is a case study of the web-based advertising (recruitment) campaign KTH from the Inside designed for KTH Royal Institute of Technology. The analysis draws on a theoretical framework from governmentality studies. The analysis of the campaign conclude that the ideal engineering constructed in the campaign is one of an individual who meets the requirements asked of a lifelong learner with cosmopolitan aspirations. This is an ideal that builds on a notion of progress associated with social progress and sustainability. This is a break with historical and cultural patterns, which symbolically have linked technology to capitalist profitability and masculinity. Though a break with gender patterns is suggested the ideal subject constructed in the campaign is almost exclusively based on the students on Masters’ level. This excludes students at Bachelor programmes. This I argue is problematic as it narrows the recruitment of students to technological universities to a small group of students.
      PubDate: 2017-06-28
      DOI: 10.1007/s10798-017-9405-4
       
 
 
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