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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 253 journals)
    - CERAMICS, GLASS AND POTTERY (24 journals)
    - MACHINERY (32 journals)
    - MANUFACTURING AND TECHNOLOGY (151 journals)
    - METROLOGY AND STANDARDIZATION (3 journals)
    - PACKAGING (13 journals)
    - PAINTS AND PROTECTIVE COATINGS (5 journals)
    - PLASTICS (25 journals)

MANUFACTURING AND TECHNOLOGY (151 journals)                  1 2     

3D Printing and Additive Manufacturing     Full-text available via subscription  
Advances in Adaptive Data Analysis     Hybrid Journal   (Followers: 5)
Advances in Manufacturing     Hybrid Journal   (Followers: 2)
Advances in Manufacturing Science and Technology     Open Access   (Followers: 5)
American Journal of Applied Sciences     Open Access   (Followers: 27)
American Journal of Nanotechnology     Open Access   (Followers: 7)
Appita Journal: Journal of the Technical Association of the Australian and New Zealand Pulp and Paper Industry     Full-text available via subscription   (Followers: 5)
Applied Ergonomics     Full-text available via subscription   (Followers: 8)
Asia Pacific Biotech News     Hybrid Journal   (Followers: 1)
Asian Journal of Applied Sciences     Open Access   (Followers: 3)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 1)
Bharatiya Vaigyanik evam Audyogik Anusandhan Patrika (BVAAP)     Open Access  
Biotechnology     Open Access   (Followers: 5)
Biotechnology Progress     Hybrid Journal   (Followers: 20)
Building Service Engineering Research and Technology     Hybrid Journal   (Followers: 4)
Bulletin of Science, Technology & Society     Hybrid Journal   (Followers: 4)
CATTECH     Hybrid Journal   (Followers: 1)
Centaurus     Hybrid Journal   (Followers: 3)
Circuit World     Hybrid Journal   (Followers: 7)
Cold Regions Science and Technology     Hybrid Journal   (Followers: 2)
Comparative Technology Transfer and Society     Full-text available via subscription   (Followers: 1)
Components, Packaging and Manufacturing Technology, IEEE Transactions on     Hybrid Journal   (Followers: 8)
Composites Science and Technology     Hybrid Journal   (Followers: 33)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Control Theory and Informatics     Open Access   (Followers: 4)
Cryoletters     Full-text available via subscription   (Followers: 2)
Design Studies     Hybrid Journal   (Followers: 17)
East Asian Science, Technology and Society: An International Journal     Full-text available via subscription   (Followers: 2)
Economics of Innovation and New Technology     Hybrid Journal   (Followers: 7)
Environmental Technology     Hybrid Journal   (Followers: 1)
Fibers     Open Access   (Followers: 6)
Fibers and Polymers     Full-text available via subscription   (Followers: 3)
foresight     Hybrid Journal   (Followers: 6)
FORMakademisk     Open Access  
Futures     Hybrid Journal   (Followers: 9)
Gender, Technology and Development     Hybrid Journal   (Followers: 5)
History and Technology: An International Journal     Hybrid Journal   (Followers: 3)
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (Followers: 5)
IETE Journal of Research     Open Access   (Followers: 5)
IETE Technical Review     Open Access   (Followers: 1)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 4)
Informaci√≥n Tecnol√≥gica     Open Access  
Innovation: Management, Policy & Practice     Full-text available via subscription   (Followers: 9)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 4)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (Followers: 6)
Integrating Materials and Manufacturing Innovation     Open Access   (Followers: 7)
International Journal of Advanced Design and Manufacturing Technology     Open Access   (Followers: 4)
International Journal of Automation and Logistics     Hybrid Journal   (Followers: 1)
International Journal of Bifurcation and Chaos     Hybrid Journal   (Followers: 1)
International Journal of Biomedical Nanoscience and Nanotechnology     Hybrid Journal   (Followers: 5)
International Journal of Business and Systems Research     Hybrid Journal   (Followers: 1)
International Journal of CAD/CAM     Open Access  
International Journal of Critical Infrastructure Protection     Hybrid Journal   (Followers: 5)
International Journal of Design     Open Access   (Followers: 12)
International Journal of e-Business Management     Full-text available via subscription   (Followers: 2)
International Journal of Energy Technology and Policy     Hybrid Journal   (Followers: 5)
International Journal of Experimental Design and Process Optimisation     Hybrid Journal   (Followers: 3)
International Journal of Information Acquisition     Hybrid Journal   (Followers: 1)
International Journal of Innovation and Technology Management     Hybrid Journal   (Followers: 6)
International Journal of Innovation Science     Full-text available via subscription   (Followers: 5)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (Followers: 6)
International Journal of Law and Information Technology     Hybrid Journal   (Followers: 3)
International Journal of Learning Technology     Hybrid Journal   (Followers: 6)
International Journal of Manufacturing Engineering     Open Access  
International Journal of Manufacturing, Materials, and Mechanical Engineering     Full-text available via subscription   (Followers: 10)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 6)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 6)
International Journal of Physical Modelling in Geotechnics     Hybrid Journal   (Followers: 3)
International Journal of Planning and Scheduling     Hybrid Journal   (Followers: 1)
International Journal of Production Management and Engineering     Open Access   (Followers: 2)
International Journal of Quality and Innovation     Hybrid Journal   (Followers: 2)
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: 3)
International Journal of System of Systems Engineering     Hybrid Journal  
International Journal of Technoentrepreneurship     Hybrid Journal   (Followers: 1)
International Journal of Technological Learning, Innovation and Development     Hybrid Journal   (Followers: 3)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 9)
International Journal of Technology and Globalisation     Hybrid Journal  
International Journal of Technology Intelligence and Planning     Hybrid Journal   (Followers: 1)
International Journal of Technology Management     Hybrid Journal   (Followers: 1)
International Journal of Technology Marketing     Hybrid Journal   (Followers: 3)
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   (Followers: 1)
International Journal of Vehicle Design     Hybrid Journal   (Followers: 6)
ISRN Metallurgy     Open Access   (Followers: 1)
ITL - International Journal of Applied Linguistics     Full-text available via subscription   (Followers: 8)
Journal for Manufacturing Science and Production     Full-text available via subscription   (Followers: 6)
Journal for New Generation Sciences     Full-text available via subscription   (Followers: 3)
Journal of Analytical Science & Technology     Open Access   (Followers: 4)
Journal of Applied Sciences     Open Access   (Followers: 5)
Journal of Control & Instrumentation     Full-text available via subscription   (Followers: 1)
Journal of Control Theory and Applications     Hybrid Journal  
Journal of Design Research     Hybrid Journal   (Followers: 9)
Journal of Engineering and Technology     Open Access   (Followers: 5)
Journal of Enterprise Transformation     Hybrid Journal   (Followers: 1)
Journal of Industrial and Production Engineering     Hybrid Journal   (Followers: 2)
Journal of Law, Information and Science     Full-text available via subscription   (Followers: 23)

        1 2     

Journal Cover International Journal of Technology and Design Education
   [11 followers]  Follow    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 1573-1804 - ISSN (Online) 0957-7572
     Published by Springer-Verlag Homepage  [2210 journals]   [SJR: 0.352]   [H-I: 18]
  • Assessing the impact of educational differences in HCI design practice
    • Abstract: Abstract Human–computer interaction (HCI) design generally involves collaboration from professionals in different disciplines. Trained in different design education systems, these professionals can have different conceptual understandings about design. Recognizing and identifying these differences are key issues for establishing shared design practices within the educational community. Contributing to this understanding, we examined whether and how two different populations of students have different knowledge structures with respect to HCI design. We adopted the romantic, conservative and pragmatic dimensions, previously investigated in the related research, to elucidate those differences. This paper compares one specific type of design artefact—conceptual frameworks—created by groups of students with different educational backgrounds: Arts and Engineering. It was based on a set of 22 criteria divided by two main domains: scheme (addressing form) and realm (focusing on contents). The obtained results show that students with background in Engineering (1) focus more on the product of design; (2) rely less on conceptual frameworks to guide the design process; and (3) produce artefacts that are more constrained in terms of signal-to-noise ratio, definition of a symbolic system, and information organization and shaping. We suggest that conceptual frameworks serve to communicate and understand design practice. We note that Engineering students seem to be more susceptible to fixation than Arts students and suggest that an emphasis of reflection-in-action could help compensating this problem.
      PubDate: 2014-08-01
       
  • High school student modeling in the engineering design process
    • Abstract: Abstract A diverse group of 20 high school students from four states in the US were individually provided with an engineering design challenge. Students chosen were in capstone engineering courses and had taken multiple engineering courses. As students considered the problem and developed a solution, observational data were recorded and artifacts collected. Quantitative methods were used to identify how students allocated their time across different types of modeling. Qualitative methods were used to review data from three students who spent substantial time engaged in graphical and two kinds of mathematical modeling. These students were profiled and their patterns of modeling are represented visually and described in context. Much of the modeling done by these 20 students was graphical in nature. Few students informed their thinking with mathematical representations, yet predictive mathematical modeling is essential to engineering design. Implications for the classroom include encouraging students to transfer understanding of science and mathematics into technology and engineering contexts through modeling.
      PubDate: 2014-08-01
       
  • Learning specific content in technology education: learning study as a
           collaborative method in Swedish preschool class using hands-on material
    • Abstract: Abstract This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made during the process. Furthermore, we discuss how the learning study method could be implemented in technology education using hands-on material. Some of the results point to problems of delimiting an object of learning in technology education using hands-on material and the complexity in the relation between content and context in learning. The results also show benefits from the collaborative method where researchers and teachers work together with regards to specific learning content in the technology classroom.
      PubDate: 2014-08-01
       
  • An instrument to determine the technological literacy levels of upper
           secondary school students
    • Abstract: Abstract In this article, an instrument for assessing upper secondary school students’ levels of technological literacy is presented. The items making up the instrument emerged from a previous study that employed a phenomenographic research approach to explore students’ conceptions of technology in terms of their understanding of the nature of technology and their interaction with technological artefacts. The instrument was validated through administration to 1,245 students on completion of their 12 years of formal schooling. A factor analysis was conducted on the data and Cronbach alpha reliability co-efficients determined. The results show that a five-dimension factor structure (namely, artefact, process, direction/instruction, tinkering, and engagement) strongly supported the dimensions as developed during the original phenomenographic study. The Cronbach alpha reliability co-efficient of each dimension was satisfactory. Based on these findings, the instrument has been shown to be valid and reliable and can be used with confidence.
      PubDate: 2014-08-01
       
  • Implementing an exemplar-based approach in an interaction design subject:
           enhancing students’ awareness of the need to be creative
    • Abstract: Abstract In higher education effective teaching includes making learning goals and standards clear to students. In architecture and design education in particular, goals and standards around assessment are often not well articulated. There is good evidence that when teachers engage students before an assessment in marking exemplars, and explain why the exemplars received the grades they did, students’ performance in their written assessment is consequently enhanced. However some teachers are concerned that exemplars may discourage students from being creative; this concern is particularly important in design education. In this small-scale mixed methods study we explore interaction design students’ perceptions of the effect of an exemplar-based teaching approach on their work in a design task. Our quantitative and qualitative results show that students developed their understanding of task criteria and standards; far from discouraging their creativity, most students perceived that their experience of the approach enhanced their awareness of the need to produce an original design. The exemplar-based approach used in this study complements the studio-based teaching approach in design education, and helps to make clear the design goals and standards that teachers expect their students to strive for.
      PubDate: 2014-08-01
       
  • Scaffolding high school students’ divergent idea generation in a
           computer-mediated design and technology learning environment
    • Abstract: Abstract This comparative study investigates how two groups of design and technology students generated ideas in an asynchronous computer-mediated communication setting. The generated ideas were design ideas in the form of sketches. Each group comprised five students who were all 15 years of age. All the students were from the same secondary school but different classes. In this paper, the problem that led to the study is introduced, and its related topics from the literature review are elaborated in terms of the participation metaphor, online idea generation and scaffolding. With one of the groups supported by scaffold prompts and the other contrasting group not supported, the results showed that the two groups were active in their participation, but content analyses of the generated ideas in the transcripts showed that the group that was supported by scaffold prompts did not generate more divergent ideas than the contrasting group. However, evaluation of the generated ideas showed that there was more quality in the group of students who were supported by scaffold prompts. The findings are discussed and conclusions drawn to gain insights into how scaffold prompts could benefit student learning in terms of idea generation and how future studies in this area could be developed.
      PubDate: 2014-08-01
       
  • An emancipation framework for technology education teachers: an action
           research study
    • Abstract: Abstract This article reports on how action research (AR) was influential in designing an educational instrument to contribute to emancipating teachers with no formal training to teach technology as a subject in secondary schools. The subject technology is referred to using different names in different countries. Some call it ‘science and technology’ (Malawi/Bangladesh), others label it as ‘design and technology’ (UK/Botswana), in some instances it is dubbed ‘technology learning area’ (SA), while others term it ‘technology education’ (TE) (US/NZ/SA). A sample of 18 technology teachers from five secondary schools was engaged in the AR project reported on in this study. The research was designed from both a critical theory perspective and a participatory paradigm. Instruments used to gather data included observations, interviews, field notes, video recordings of lesson presentations and logs of meetings. The research findings revealed that most technology teachers in this study were neither trained nor qualified to facilitate technology or to teach it with confidence. An AR intervention was introduced, which changed the teachers’ situation by generating an instrument. The instrument generated in this study is only a framework, which could contribute towards emancipating incapacitated technology teachers. Even though this framework is applicable to TE, it could hopefully be adopted and adapted for use in other subjects as a way to enhance teachers’ content knowledge and pedagogy.
      PubDate: 2014-07-27
       
  • Comparing personal characteristic factors of imagination between expert
           and novice designers within different product design stages
    • Abstract: Abstract Imagination plays a key role in various domains in helping to create innovative ideas, drawings, poems, movies, products, etc. In product design domain, the personal characteristics of imagination are crucial abilities for conceiving novel ideas during design processes. This study focuses on personal characteristic differences and similarities between expert and novice designers for triggering imagination during four design stages. Using the semantic differential method, this study conducted a questionnaire with ten-paired personal characteristics, and analyzed several identical and different characteristics of expert and novice designers in the process of product design. In sum, the similarities and differentials of personal characteristics between expert and novice designers within four product design stages will be concluded at the end of this paper.
      PubDate: 2014-07-08
       
  • Gender and technology in free play in Swedish early childhood education
    • Abstract: Abstract In the new Swedish curriculum for the preschool (2010) technology education is emphasized as one of the most significant pedagogical areas to work with. The aim of this article is to investigate how girls and boys explore and learn technology as well as how their teachers frame this in free play in two Swedish preschools. The study is inspired by an ethnographic approach and is based on qualitative data collected through video-taped observations and informal talk with children and teachers in two preschools. It is concluded that girls and boys learn to approach and handle technology differently, thereby confirming rather than dissolving gender boundaries. The girls more often have a special purpose in building something they need in their play, that is, they mostly engage in technological construction as a sideline. The boys, on the other hand, more often award technological construction a central part in their play; building is an end in itself. Teachers are not so active in supporting free play involving technology among the older children, nor in giving boys and girls equal opportunities to explore and use material and toys which are not gender-stereotyped. One important implication is that in-service education needs to address not only experiments and construction but also gender issues and how teachers can create equal opportunities for boys and girls in the free play.
      PubDate: 2014-07-03
       
  • Pupils’ readiness for self-regulated learning in the forethought
           phase of Exploratory Production
    • Abstract: Abstract This article discusses pupils’ readiness for self-regulation in Exploratory Production in Technology Education. In the forethought phase of Exploratory Production, pupils envision and regulate their technological production activities. Next, in the performance phase, the envisioned goals are tried and implemented through ideating, planning and manufacturing. Finally, in the self-regulation phase, the goals are tested with new products in their usage targets. The theoretical framework of self-regulated learning and empirical categorization of the data are based on Zimmerman’s model (Self-regulated learning from teaching to self-reflective practice. The Guilford Press, New York, pp 1–19, 1998, Handbook of self-regulation of learning and performance. Routledge, London, pp 49–64, 2011). The focus of this article is on the forethought phase. The empirical analysis in this article is based on national evaluation data of Finnish compulsory education. The first national evaluation of learning outcomes in Technology Education (taught within the subject Craft) was implemented by the Finnish National Board of Education in spring 2010. The evaluation was carried out as two questionnaires for ninth graders with general (n = 4,792) and advanced (n = 1,548) questions, and a production exercise (n = 661). In this article, the data is analyzed further based on learners’ comprehensions, leisure-time activities and classroom techniques. The article is part of a larger research project that aims to improve the national evaluation data. The results on pupils’ readiness for self-regulation in the forethought phase of Exploratory Production are encouraging. Pupils’ have positive comprehensions of the Craft & Technology (C & T) subject and they find learning useful for their current life and for the future. Learning tasks and producing tasks in the C & T subject could be even more related to pupils’ own technological and functional experiences. More effort should be given to support pupils’ readiness to regulate goals for their own technological production activities.
      PubDate: 2014-05-03
       
  • Virtual display design and evaluation of clothing: a design process
           support system
    • Abstract: Abstract This paper proposes a new computer-aided educational system for clothing visual merchandising and display. It aims to provide an operating environment that supports the various stages of display design in a user-friendly and intuitive manner. First, this paper provides a brief introduction to current software applications in the field of computer-aided clothing display design. Second, it describes the structure of the process-based clothing display design system (PCDDS) as well as the function and workflow of display design. Finally, a user evaluation was conducted using quantitative and qualitative evaluation methods. The quantitative evaluation was conducted using the responses to a questionnaire on system usability from six instructors and application tests on PCDDS. The qualitative evaluation was conducted by interviewing six instructors and through the students’ experience reports. Evaluation results showed that most of the instructors agreed that the five modules (i.e., storyboard module, model database module, display design module, scene screenshot and animation module, and evaluation module) could help students and instructors to complete the entire display design process from the conceptualization to the evaluation of specific design solutions and to improve teaching quality. Results from the students’ report indicated that the employment of PCDDS in training could give them a better understanding of clothing visual merchandising and display.
      PubDate: 2014-05-01
       
  • Exploring the (un-) usefulness of mandatory assessment documents in
           primary technology
    • Abstract: Abstract Every student in the Swedish compulsory school system is entitled to information regarding their progress in all school subjects given. In 2008, a mandatory assessment tool, called the individual development plan (IDP) with written assessment, was introduced by the Government. The statutory purpose was to provide teachers with a formative assessment tool to be used mandatory in the follow-up of student’s progress all thru mandatory compulsory school (year 1–9). This study explores the use of the IDP documents in technology education. Authentic documents from different municipalities, different schools and different school years have been studied. In this article findings regarding formal assessment documents and teacher’s formal assessment practice in primary (year 1–6) technology education are presented.
      PubDate: 2014-05-01
       
  • The study of technology as a field of knowledge in general education:
           historical insights and methodological considerations from a Swedish case
           study, 1842–2010
    • Abstract: Abstract Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.
      PubDate: 2014-05-01
       
  • Design and development issues for educational robotics training camps
    • Abstract: Abstract The aim of this study is to explore critical design issues for educational robotics training camps and to describe how these factors should be implemented in the development of such camps. For this purpose, two robotics training camps were organized for elementary school students. The first camp had 30 children attendees, and the second had 22. As a research methodology, a multiple-case design approach was used. Interviews with children and instructors, observations, field notes, and camp evaluation forms were used as data collection methods. The data were analyzed by qualitative data analysis techniques and categorized into themes: instruction, group issues, competition, coaching, technical issues, challenges, and camp duration. Prominent findings indicate that instruction strategies for a robotics camp should be designed from simple to complex. The most effective and enjoyable part of the camps were the project studies, which should be highly encouraged. Robotics training camps should provide children a chance to practice what they have learned in school. Group size should allow for every child in the group to have tasks assigned at all times.
      PubDate: 2014-05-01
       
  • A case study on collective cognition and operation in team-based computer
           game design by middle-school children
    • Abstract: Abstract This case study examined team-based computer-game design efforts by children with diverse abilities to explore the nature of their collective design actions and cognitive processes. Ten teams of middle-school children, with a high percentage of minority students, participated in a 6-weeks, computer-assisted math-game-design program. Essential processes of collective design cognition and operation emerged from the data: (a) collective exploration of design constraints during problem framing, (b) aggregation of identity, experience, and memory for collective solution generation, and (c) development of coalition and task interdependence during design execution. Salient contexts supporting collective design included team-role fulfillment with presence of leadership and scaffolding for mutuality in design talk. The study findings also indicated perceived learning of school children during collaborative math-game design.
      PubDate: 2014-05-01
       
  • Passionate about designing
    • Abstract: Abstract In the school based subject of design and technology (D&T) a fundamental element is designing and making functional products using critical and creative thinking whilst developing skills in the use of a variety of processes and materials. Teachers of the subject need to be more then just ‘enthusiastic’ about the processes involved if they are to develop enthusiasm in their pupils that will sustain them through the exciting but sometimes arduous and difficult processes required to achieve outcomes of which they and their teachers can be proud. The intention of this research project, using an initial sample of forty-nine students and a non-probability purposive sample of ten students studying to become D&T teachers was to tease out the factors which appear to enable some students to be passionate about creating a product to a given brief while others from similar backgrounds and expectations, given the same brief, and in the same learning situation, do not reach this level of enthusiasm. The data collection method used was an attitude scale and semi-structured interviews which were qualitatively analysed in order to identify factors involved, with the intention of informing and improving the way the authors teach their students, to design, and about design, with the additional aim of improving the students teaching of that activity once they become D&T teachers. Within the full paper results are discussed and tentative conclusions drawn.
      PubDate: 2014-05-01
       
  • An effective educational tool: construction kits for fun and meaningful
           learning
    • Abstract: Abstract The integration of robotics in education is still relatively new and represents an important advance in education practices. So, this paper aims to share the results from the perspectives of both students and trainers in an experimental case research in which LEGO Mindstorms construction kits were used. Sixty-two students between the ages of 8 and 14 participated in the study. Multiple data collection methods were used to ensure the richness and diversity of the data. According to the findings, constructivist learning experiences that students had in this training program were themed into the four major themes; active learning, authentic learning, multiple perspectives and collaborative learning. Learning through construction kits offered opportunities to deepen the students’ understanding of various concepts with hands-on exploration and design, resulting in fun and enjoyment. It also promoted students’ active involvement and fostered the collaboration that leads to developing multiple perspectives.
      PubDate: 2014-04-20
       
  • Implementing technology education in Finnish general education schools:
           studying the cross-curricular theme ‘Human being and
           technology’
    • Abstract: Abstract In 2009 the Finnish Ministry of Education and Culture assigned the National Board of Education with the task of carrying out a nationwide evaluation of all seven cross-curricular themes. The evaluation is one of the largest education evaluation projects the National Board of Finland has ever organised. The present authors were invited to evaluate the theme “Human Being and Technology”. Data were collected during fall 2010 with ninth-grade pupils (the last grade in Basic School) around Finland answering the questionnaires. The questionnaire was completed by 1,181 (both Finnish and Swedish speaking) grade-nine pupils. The main focuses of the study are: (1) pupils’ knowledge about technology, (2) pupils’ attitudes towards technology, and (3) pupils’ activity know-how of technology. It seems that the development of technological ideas has not been implemented at all in HBT cross-curricular teaching, even though this particular section of the cross-curricular theme could have introduced something new and concrete that would steer pupils towards innovativeness and creativity. Paying more attention to this aim would better link visual art and craft education to this cross-curricular theme, particularly since it is only in visual arts and craft studies that learning of innovation processes is given as one of the learning objectives. It is particularly the contents of craft education that refer to the learning of a technological innovation process. The attitudes of youth towards technology and the development of technology were in line with the objectives of the national framework curriculum, yet the wide-ranging utilization and application of technology, let alone the further development of technology, has not been made possible, neither in this particular cross-curricular theme nor in school routines. A positive observation, however, was that the majority of young people understood the connection between technology and manual skills.
      PubDate: 2014-03-30
       
  • The effect of iteration on the design performance of primary school
           children
    • Abstract: Abstract Iteration during the design process is an essential element. Engineers optimize their design by iteration. Research on iteration in Primary Design Education is however scarce; possibly teachers believe they do not have enough time for iteration in daily classroom practices. Spontaneous playing behavior of children indicates that iteration fits in a natural way of learning. To demonstrate the importance of iteration for the design performance and understand what occurs in an optimized situation a study was conducted in a Dutch Montessori school. Four conditions were chosen to shape the design assignment; iteration, freedom of choice, collaboration and presentation. The choice for these conditions was inspired by the work of Montessori, and because of the positive effects on design performance during previous design and technology projects. This led to a concrete assignment, suitable for 6–8 years old, “Fold a piece of aluminum foil so it can hold the weight of marbles when it lies on the water. The more marbles it can hold the better.” Self correction was possible as the challenge lays in the ease to improve countable results. Clear results of iteration could be determined; an increasing sense of control and detailed insight in what to do for maximum results were found amongst the pupils. Additional literature about capability development and metacognition confirmed the value of the four conditions in relation to the observed results.
      PubDate: 2014-03-28
       
  • The role of mental models in collaborative sketching
    • Abstract: Abstract Designers often collaborate to explore creative ideas, especially during the early stages of conceptual design, and their mental models, as the framework of design tasks, greatly influence the collaborative sketching process. Such models have multiple kinds of differences and each kind might have unique effects, yet previous studies analyzed these differences as a whole and have reported only the effects of overall similarity. Because ideas are the embodiments of mental models, this study referred to the components of ideas to construct the structure of mental models. We constructed a three-level mental model involving goals, functions, and structures and arranged the ideas in sketching accordingly into a three-level idea tree. A collaborative sketching experiment was conducted, and the effects of the three levels of mental models were compared. Participants accepted different goals and produced large numbers of new functions. They stuck with similar functions and continued to generate new structures. Participants had different strategies when exploring the levels of the mental models, providing possibilities for new methods of collaborative sketching.
      PubDate: 2014-03-26
       
 
 
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