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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 256 journals)
    - CERAMICS, GLASS AND POTTERY (24 journals)
    - MACHINERY (32 journals)
    - MANUFACTURING AND TECHNOLOGY (154 journals)
    - METROLOGY AND STANDARDIZATION (3 journals)
    - PACKAGING (13 journals)
    - PAINTS AND PROTECTIVE COATINGS (5 journals)
    - PLASTICS (25 journals)

MANUFACTURING AND TECHNOLOGY (154 journals)                  1 2     

3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 1)
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: 28)
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: 9)
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: 6)
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: 8)
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: 9)
Composites Science and Technology     Hybrid Journal   (Followers: 34)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Control Theory and Informatics     Open Access   (Followers: 4)
Cryoletters     Full-text available via subscription   (Followers: 3)
Design Studies     Hybrid Journal   (Followers: 18)
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: 10)
Emerging Materials Research     Hybrid Journal  
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: 7)
FORMakademisk     Open Access  
Futures     Hybrid Journal   (Followers: 11)
Gender, Technology and Development     Hybrid Journal   (Followers: 5)
Green Materials     Hybrid Journal  
History and Technology: An International Journal     Hybrid Journal   (Followers: 4)
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: 11)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 5)
Innovations : Technology, Governance, Globalization     Hybrid Journal   (Followers: 6)
Integrating Materials and Manufacturing Innovation     Open Access   (Followers: 8)
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: 13)
International Journal of e-Business Management     Full-text available via subscription   (Followers: 2)
International Journal of Energy Technology and Policy     Hybrid Journal   (Followers: 6)
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: 7)
International Journal of Innovation Science     Full-text available via subscription   (Followers: 6)
International Journal of Intelligent Transportation Systems Research     Hybrid Journal   (Followers: 4)
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 materials research. IJMR     Full-text available via subscription  
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 7)
International Journal of Nano and Biomaterials     Hybrid Journal   (Followers: 7)
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: 3)
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: 10)
Journal of Engineering and Technology     Open Access   (Followers: 5)

        1 2     

Journal Cover International Journal of Technology and Design Education
   Journal TOC RSS feeds Export to Zotero [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  [2209 journals]   [SJR: 0.352]   [H-I: 18]
  • Contextmapping in primary design and technology education: a fruitful
           method to develop empathy for and insight in user needs
    • Abstract: Human-centered design is of growing importance for professional designers and in the past two decades a series of techniques for designers to develop understanding of and empathy with a diversity of users has been developed within this field. In the second half of the twentieth century, intended users were involved late in the design process, i.e. during the testing of products or prototypes. More recently, the user is involved in the early phases, when the direction is set. Users have rich local contextual knowledge and can work together with professional designers. Although these techniques are now entering mainstream design education at the university level, they have not yet reached Design and Technology Education in primary and secondary schools. Most teachers do not yet provide opportunities for pupils to conduct research to uncover the needs, wishes, and experiences of specific user groups. However, this understanding of users belongs in D&T education, because artifacts have a dual nature: a physical and an intentional nature. In this paper we describe a Contextmapping method for pupils (aged 9–12 years) and illustrate this with a design project. The assignment for the pupils was to “design a playground in which children and elderly people are active together” in which the pupils developed an understanding of elderly people through Contextmapping.
      PubDate: 2014-10-12
       
  • Concurrent think-aloud protocols to assess elementary design students
    • Abstract: Initiatives to integrate engineering design in the elementary science classroom have become increasingly evident in both national reform documents and classroom practice. Missing from these efforts is a purposeful attempt to capture students’ designerly thinking and dialogues as they engage in the process. The purpose of this study was to investigate how elementary school students approach and engage in engineering design using concurrent think-aloud protocols. Data from seven concurrent think-aloud protocols among triads of elementary students across seven classrooms were analyzed to identify how students conceptualize design. Researchers employed a transfer problem and think-aloud protocol analysis to assess students’ transfer of learning from classroom science based engineering design-based experiences. Results indicate that elementary student triad design teams were able to define a design problem, identify constraints and criteria, and generate multiple design ideas to solve the problem. Protocol timelines were generated using NVivo software to capture sequence of the triads’ coded cognitive strategies crucial in understanding which triads used a systematic approach to solving the problem from triads that randomly brainstormed ideas. If design is to become a pedagogical approach to teaching science or other STEM-related subjects, attention must be given to how students learn design and function within design. Concurrent think-aloud protocol provides a promising means of assessment of such efforts.
      PubDate: 2014-10-11
       
  • STEM and technology education: international state-of-the-art
    • Abstract: This paper reports the perceptions of 20 international technology education scholars on their country’s involvement in science, technology, engineering, and mathematics (STEM) education. Survey research was used to obtain data. It was found that the concept of STEM education is being discussed differently by nations. Some consider STEM education to be the improved teaching of the separate subjects of STEM. Others believe STEM should be taught using an integrative subjects approach. Many believe it is a combination of both of these approaches. Different countries are exploring STEM because of political and economic pressures and because some believe it is a means to improve the delivery of this knowledge. The development of a STEM agenda is mixed. In many countries there have been discussions about STEM education, but little action has been undertaken to modify educational systems to deliver this form of education/instruction. Countries are providing professional development experiences to show teachers how to incorporate STEM into their teaching practices.
      PubDate: 2014-10-08
       
  • A methodology for improving active learning engineering courses with a
           large number of students and teachers through feedback gathering and
           iterative refinement
    • Abstract: In the last decade, engineering education has evolved in many ways to meet society demands. Universities offer more flexible curricula and put a lot of effort on the acquisition of professional engineering skills by the students. In many universities, the courses in the first years of different engineering degrees share program and objectives, having a large number of students and teachers. These common courses are expected to provide the students with meaningful learning experiences, which could be achieved by using active learning. The use of active learning in engineering courses improves traditional teaching by promoting students’ participation and engagement, although active learning courses can be very sensitive to differences in learning paces or team conflicts; this being a challenge for the widespread adoption of active learning in courses with many students and teachers. This paper proposes a methodology that facilitates the detection and reaction to problems in active learning engineering courses with many students and teachers. This methodology is based on gathering feedback (from students and teachers) and decision-making processes at selected milestones. The methodology integrates intra-edition mechanisms in order to detect problems and react as the courses are being taught, and inter-edition mechanisms to ensure the persistence of necessary changes in the courses design. The methodology has been successfully applied during four consecutive editions to improve an undergraduate active learning programming course with an average of 257 students and 9 teachers per edition. An extended validation of expert educators suggests that this methodology can also be applied to traditional engineering courses.
      PubDate: 2014-09-25
       
  • An exploratory study on the application of conceptual knowledge and
           critical thinking to technological issues
    • Abstract: This study explored how senior high school students apply their conceptual knowledge, consisting of theoretical and system knowledge, to think critically when confronted with technological issues. We employed a curriculum on the history of communication technology to teach students about basic concepts in communication technology and to cultivate their ability to use critical thinking to confront issues in this domain. Concept mapping was adopted to assess students’ ability to apply conceptual knowledge to their actual cognitive activities, and a critical thinking test was developed to evaluate students’ performance in this regard. The sample consisted of 98 tenth-grade students. We used descriptive statistics, measures of relationships, and qualitative analyses to examine the data. The results indicated that, during the teaching of conceptual knowledge, most students easily fall victim to misconceptions about concepts that they cannot specifically observe in their own experiences and thus find it difficult to construct complete and correct knowledge. Although students’ critical thinking about technological issues was positively correlated with their application of conceptual knowledge, their incomplete system knowledge could affect their ability to identify core problems of technological issues, and incorrect theoretical knowledge could influence their abilities to interpret information, thereby affecting their judgments.
      PubDate: 2014-09-23
       
  • “I want my robot to look for food”: Comparing
           Kindergartner’s programming comprehension using tangible, graphic,
           and hybrid user interfaces
    • Abstract: In recent years, educational robotics has become an increasingly popular research area. However, limited studies have focused on differentiated learning outcomes based on type of programming interface. This study aims to explore how successfully young children master foundational programming concepts based on the robotics user interface (tangible, graphical, hybrid) taught in their curriculum. Thirty-five Kindergarten students participated in a 9-week robotics curriculum using the LEGO WeDo robotics construction kit and the Creative Hybrid Environment for Robotic Programming (CHERP) programming language. A mixed methods data collection approach was employed, including qualitative observational data from the classrooms, as well as quantitative mid- and post-test assessments of students’ programming knowledge using CHERP. The findings show little association between user interface and programming comprehension, although there may be an order-affect when introducing user interfaces. Implications for best practices when introducing programming in early childhood settings are discussed.
      PubDate: 2014-09-23
       
  • Investigating technology teachers’ self-efficacy on assessment
    • Abstract: This study explores possible differences in the views on assessment between two groups of teachers teaching technology in compulsory school: (1) teachers with subject-specific teacher training in technology education; and (2) teachers without such training. This topic is of particular interest because of the recent changes in the regulations that govern compulsory schools in Sweden, such that only certified teachers now will be permitted to teach and assign grades, despite the clear lack of certified teachers in technology education. The study is situated in two fields of interest—technology education and assessment. Both topics are highly relevant, especially in combination, because previous research on teachers’ assessment practices in technology is rare. In this study, the goal is to contribute to deepening the understanding of how subject-specific teacher training affects teachers’ ability to assess students’ knowledge while maintaining alignment with stated regulations. The results show significant difference between these two groups’ use of curriculum documents as the basis of their teaching and their self-efficacy in assessing student’s knowledge in technology. The results suggest interesting possibilities for curriculum alignment and indicate that the opportunities for student learning increase according to whether teachers are specifically trained in the subject.
      PubDate: 2014-09-21
       
  • Examining the gaps between teaching and learning in the technology
           curriculum within Taiwan’s 9-year articulated curriculum reform from
           the perspective of curriculum implementation
    • Abstract: Curriculum reform has frequently focused on the curriculum-development stage, overlooking considerations regarding curriculum implementation, which has led to reform failure. In this study, consideration was placed primarily on the curriculum implementation stage. The gaps between teachers’ and students’ perceptions of content, learning activities, and teaching methods in Taiwan’s technology curriculum were analyzed. Based on the results of the questionnaires, the major results are as follows. (1) Both teachers and students perceive a gap between education reform policy and curriculum implementation in the technology curriculum within Taiwan’s 9-year articulated technology curriculum. (2) When implementing the ideas of the curriculum reform plan, technology teachers continued to encounter practical problems with the curriculum content, learning activities, and teaching methods. (3) In terms of suggestions for future curriculum development, science and living technology can be regarded as separate areas of learning.
      PubDate: 2014-09-21
       
  • Collaborative sketching in crowdsourcing design: a new method for idea
           generation
    • Abstract: Design integrates concepts and solves problems. Crowdsourcing design imports vast knowledge and produces creative ideas. It publishes design tasks, collects dozens of contributors’ ideas and reward the best. Contributors in crowdsourcing design work individually when generating ideas. However, those who collaborate could make better use of crowd’s knowledge, which might produce ideas of higher quality. By analyzing the advantages and disadvantages of crowdsourcing design, this article proposes a collaborative crowdsourcing design method that integrates crowd’s sketching processes. This method uses a tree to arrange crowd’s ideas and enable flexible modifications of prior ideas. A demonstration system named Sketchfans is developed, and the results of a crowdsourcing sketching experiment using this system are presented. The experimental results validate that this method is effective; participants rely heavily on the idea tree for inspiration, and the best ideas appear around the ends of branches on the idea tree. Moreover, participants displayed unique development patterns. They often developed high-quality ideas from initial ideas that were regarded as poor quality. The demonstration system Sketchfans, supports this method well. Finally, we optimize Sketchfans based on analysis of participants’ activities and feedback.
      PubDate: 2014-09-09
       
  • An aid for teachers to teach science and technology concepts: two studies
           to test the three-domain model
    • Abstract: Helping teachers to move away from a linear approach to teaching, encouraging them to collect knowledge together with their students as well as providing them support to do this are the fundamental issues that this paper wants to explore. In this paper a pilot test of a model designed to help teachers’ plan and teach concepts in science and technology education is presented. The three-domain model (Koski et al. in Des Technol Educ Int J 16:50–61, 2011) suggests that while teaching science and technology lessons, teachers might benefit from paying more attention to three domains; social context, concrete object and abstract knowledge, and furthermore, constantly moving between these. Although the development of the three-domain model is based on real teaching situations, it is not self-evident that the model can be used as such in practice. Two teachers tested the model in their classrooms in order to see if the model helps them in planning a lesson, and if the teachers (and their students) benefit from the approach. The analysis is based on the pre- and post-lesson discussions with the teachers, lesson plans made by the teachers and observations made during the lesson. Analysis revealed that the teachers kept on looking for appropriate moments to bring more insights to the topic and they would have missed those moments without thinking in terms of the model. The model helped the teachers to seek for opportunities for the students to communicate their understanding. The use of the model also introduced them to a non-linear teaching method and to the profits of applying such. The study concludes that both teachers benefited from using the model; in their preparation of the lesson as well as during the lesson.
      PubDate: 2014-08-28
       
  • Book reviews
    • PubDate: 2014-08-27
       
  • Design knowledge interplayed with student creativity in D&T
           projects
    • Abstract: This study explores how theoretical elements of design knowledge relate to notions of creativity found in literature. The results of this exploration are further applied to analyze four different cross-curricular design and technology projects in Norwegian primary and lower secondary school. All of the school projects examined were intended to be open-ended providing students with opportunities to be creative and develop their own solutions to the given task. The processes in the groups and the outcomes of the groups’ work are analyzed with regards to technological knowledge and how this relates to the students’ creativity in terms of producing genuine solutions. The analysis shows that in some of the projects the variety of solutions produced by students is limited. In these student groups the solutions and procedures bear a high degree of resemblance to each other. The findings further suggest that students’ limited conceptual technological knowledge constrains their ability to be creative and to produce genuine solutions. The results also reveal that the projects showing less student creativity tend to be more controlled by the teacher and less open-ended than presupposed. A suggestion based on the findings is that the key conceptual technological content should be identified and introduced by the teacher prior to or during the project start. Discussing and exploring concepts and principles explicitly with the students before or during the project period may enhance their possibility to be more creative.
      PubDate: 2014-08-22
       
  • Gender-based motivational differences in technology education
    • Abstract: Because of a deeply gendered history of craft education in Finland, technology education has a strong gender-related dependence. In order to motivate girls into pursuing technological studies and to enable them to see their own potential in technology, gender sensitive approaches should be developed in technology education. This study explores differences between girls’ and boys’ motivation towards technology education in primary school (grades one to six). A questionnaire was carried out with pupils in grades five and six (n = 281). An Explorative Factor Analysis was performed on statements of motivation, and the independent samples t test was used to examine gender differences in pupils’ motivation. Factor analyses showed that pupils’ motivation structure consisted of nine factors. The results also showed gender differences in most factors. Compared to boys, girls were significantly more interested in studying environment related issues. They also felt it fundamental to obtain support and encouragement from teachers. Additionally girls enjoyed more than boys making useful and decorative artefacts for their homes. In contrast, boys liked more than girls building electronic devices and, in general, cared what kinds of artefacts were made in craft lessons. Boys were more self-confident; felt that they could learn new things; felt very enthusiastic about craft lessons and felt it was fun to learn how to operate different tools. These findings reveal obvious gender-based differences in pupils’ motivation. Curriculum writers and teachers should therefore pay more attention to girls to assist them with seeing the relevance of technology in their everyday lives as well as technology related careers.
      PubDate: 2014-08-20
       
  • Hopes and Goals Survey for use in STEM elementary education
    • Abstract: This study reports the development and validation studies of the Hopes and Goals Survey, an assessment designed to measure the level of hope of elementary students from diverse backgrounds, and its relation to science, technology, engineering, and math (STEM) studies and career. Data collected from students attending urban elementary schools were used for exploratory factor analysis (n = 265) and confirmatory factor analysis (n = 193). Results suggest that Hopes and Goals Survey is a five factor model with internal consistency ranging from 0.609 to 0.904. In addition, multivariate analysis of variance results indicate that students from differing racial groups in the same school district report similar levels of Hopes and Goals related to STEM.
      PubDate: 2014-08-17
       
  • Assessing the impact of educational differences in HCI design practice
    • 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: 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: 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: 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: 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: 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
       
 
 
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