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  Subjects -> MANUFACTURING AND TECHNOLOGY (Total: 296 journals)
    - CERAMICS, GLASS AND POTTERY (26 journals)
    - MACHINERY (33 journals)
    - MANUFACTURING AND TECHNOLOGY (183 journals)
    - METROLOGY AND STANDARDIZATION (4 journals)
    - PACKAGING (15 journals)
    - PAINTS AND PROTECTIVE COATINGS (5 journals)
    - PLASTICS (28 journals)
    - RUBBER (2 journals)

MANUFACTURING AND TECHNOLOGY (183 journals)                     

Showing 1 - 73 of 73 Journals sorted alphabetically
3D Printing and Additive Manufacturing     Full-text available via subscription   (Followers: 14)
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: 4)
Afrique Science : Revue Internationale des Sciences et Technologie     Open Access   (Followers: 2)
American Journal of Applied Sciences     Open Access   (Followers: 28)
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: 10)
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: 22)
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: 27)
Composites Science and Technology     Hybrid Journal   (Followers: 189)
Comprehensive Therapy     Hybrid Journal   (Followers: 3)
Computer-Aided Design and Applications     Hybrid Journal   (Followers: 5)
Control Theory and Informatics     Open Access   (Followers: 8)
Cryoletters     Full-text available via subscription   (Followers: 3)
Current Research in Nanotechnology     Open Access   (Followers: 25)
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   (Followers: 1)
IEEE Engineering in Medicine and Biology Magazine     Full-text available via subscription   (Followers: 6)
IETE Journal of Research     Open Access   (Followers: 10)
IETE Technical Review     Open Access   (Followers: 11)
Indian Journal of Radio & Space Physics (IJRSP)     Open Access   (Followers: 37)
Información Tecnológica     Open Access  
Innovation: Management, Policy & Practice     Hybrid Journal   (Followers: 17)
Innovation: The European Journal of Social Science Research     Hybrid Journal   (Followers: 12)
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: 2)
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 Design     Open Access   (Followers: 27)
International Journal of Energy Technology and Policy     Hybrid Journal   (Followers: 7)
International Journal of Engineering and Manufacturing     Open Access   (Followers: 1)
International Journal of Engineering Materials and Manufacture     Open Access  
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: 11)
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: 5)
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: 1)
International Journal of Technological Learning, Innovation and Development     Hybrid Journal   (Followers: 8)
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: 2)
International Journal of Technology Management     Hybrid Journal   (Followers: 5)
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: 15)
Journal for Manufacturing Science and Production     Hybrid Journal   (Followers: 7)
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 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: 4)
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: 9)
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 Remanufacturing     Open Access   (Followers: 4)
Journal of Scientific and Industrial Research (JSIR)     Open Access   (Followers: 10)
Journal of Sensor Technology     Open Access   (Followers: 4)
Journal of Sensors and Sensor Systems     Open Access   (Followers: 8)
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: 3)
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   (Followers: 1)
NanoEthics     Hybrid Journal   (Followers: 1)
Nature Biotechnology     Full-text available via subscription   (Followers: 497)
NDT & E International     Hybrid Journal   (Followers: 55)
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: 2)
Reliability Engineering & System Safety     Hybrid Journal   (Followers: 18)
Remote Sensing Letters     Hybrid Journal   (Followers: 41)
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: 6)
Strategic Design Research Journal     Open Access   (Followers: 1)
Structural Health Monitoring     Hybrid Journal   (Followers: 6)
Surveys in Operations Research and Management Science     Hybrid Journal   (Followers: 4)
Sustainability : The Journal of Record     Hybrid Journal   (Followers: 7)
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: 12)
Technology Analysis & Strategic Management     Hybrid Journal   (Followers: 8)
Technology and Culture     Full-text available via subscription   (Followers: 26)
Technology in Society     Hybrid Journal   (Followers: 4)
Technovation     Hybrid Journal   (Followers: 16)
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  [2355 journals]
  • The frustrations of digital fabrication: an auto/ethnographic exploration
           of ‘3D Making’ in school
    • Authors: Selena Nemorin
      Pages: 517 - 535
      Abstract: Abstract Following initial educational enthusiasms for ‘Making’ technologies and the ‘Maker Movement’, increasing numbers of students are now using digital fabrication programs and equipment in school. Given the current lack of empirical research exploring the realities of Making as a school activity, this paper presents an in-depth auto/ethnographic account of 3D printing—currently, one of the most popular Maker technologies in schools. Investigating the case of an 8 week Year 9 design project, this paper seeks to broaden understandings of how 3D printing technologies and practices are shaping “what counts” as learning within contemporary school settings. In particular, this research focuses on the experiences of Making within a school context; what is learned through these experiences; and how the process of Making in school feels. This paper highlights three key issues that have been marginalised to date in discussions of Making in schools: (1) lack of pragmatic engagement, (2) affective labour of failing; and (3) mediated alienation.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9366-z
      Issue No: Vol. 27, No. 4 (2017)
       
  • Identifying the gaps of fourth year degree pre-service teachers’
           
    • Authors: Samuel Dumazi Khoza
      Pages: 537 - 548
      Abstract: Abstract Engineering Graphics and Design is a technological subject which is offered in the Bachelor of Education degree from third to fourth year of the degree course. Fourth year pre-service teachers find EGD difficult to teach because of various reasons. Therefore the aim of the paper was to investigate fourth year pre-service teachers’ pedagogical content knowledge gaps in teaching EGD during their teaching practice. The study was conducted using a qualitative approach and eight pre-service teachers were purposefully selected to take part in the study. Findings of the paper found that pre-service teachers found teaching practice very short to do all the teaching tasks that is required of them. Some pre-service teachers did not have drawing models to make learning concrete to their learners. Assessment was done partially just to impress the university tutors and to conform to the schools’ rule and not to evaluate the learners’ understandings and their teaching.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9363-2
      Issue No: Vol. 27, No. 4 (2017)
       
  • Preventing or inventing' Understanding the effects of non-prescriptive
           design briefs
    • Authors: Sonja Oliveira; Elena Marco
      Pages: 549 - 561
      Abstract: Abstract This paper discusses observations of an architecture and environmental engineering undergraduate design studio project assigned to 4th year students at a UK university. In the UK, most architecture courses are characterised by a high proportion of design studio teaching supported by varying amount of technical modules that include environmental and construction learning. Recent scholarship on sustainability education in architecture, discusses the necessity for new approaches that enhance transdisciplinarity, autonomy and independent decision-making. However, despite increasing importance to both practice and policy, few empirical or theoretical examples account for the implications or experiences of such an approach. This study presents the experiences of an architecture and environmental engineering design studio whereby studio activities are closely interlinked with technical engineering enquiry and experiment. Specifically, the research examines the challenges and opportunities students face when assigned a design project that attempts to translate independently derived briefs into novel architectural environmentally engineered interpretations. The analysis draws on a series of ethnographic narrative and visual observations carried over a period of 6 months. The implications of the findings are threefold. First, the analysis shows the opportunities an integrated cross-disciplinary approach can offer, where the gap between creative and technical domains is narrowed. Second, the study presents some of the challenges faced by increased autonomy and lack of prescription that students encounter. Third, the paper contributes to an emerging agenda of sustainability education in the built environment by offering valuable insights into the benefits and difficulties cross-disciplinary approaches pose to architectural education.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9369-9
      Issue No: Vol. 27, No. 4 (2017)
       
  • User consultation during the fuzzy front end: evaluating student’s
           design outcomes
    • Authors: Peter Conradie; Lieven De Marez; Jelle Saldien
      Pages: 563 - 575
      Abstract: Abstract In this paper we evaluate the involvement of a partially blind user as lead user in the early stages of a product redesign during an undergraduate product design-engineering course. Throughout the early stages of product design, or fuzzy front end, there is a high level of uncertainty. End users, with their increased contextual knowledge can play an important role in this process, improving decision-making. Yet limited research has thus far been done on user types for involvement and concept generation efficiency. To study whether end user involvement will impact results, a group of students were given consults from a partially blind end user. Using a panel of four judges, we evaluate the results. We find no significant differences in the feasibility, user value or originality of the concepts created by students who received a user consult. We discuss these findings within the context of user involvement in design engineering education.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9361-4
      Issue No: Vol. 27, No. 4 (2017)
       
  • Interactive effects of environmental experience and innovative cognitive
           style on student creativity in product design
    • Authors: Chia-Chen Lu
      Pages: 577 - 594
      Abstract: Abstract Environmental experience can enhance the ideas of design students. Thus, this type of experience may interfere with the influence of design students’ cognitive style on creativity. The aim of this study was to examine the influence of environmental experience on the relationship between innovative cognitive style and industrial design students’ creative outcomes. The environmental experience was measured according to the total scores of the five components of sense, feel, think, act, and relate on the basis of Schmitt’s strategic experience modules. The cognitive styles were measured using Kirton’s adaption–innovation inventory, and creative works were assessed through the consensus assessment technique, which was employed by three experts. Through a field experiment and survey investigation, the analysis indicated that innovative cognitive style significantly and positively influenced creativity, but this only occurred when student was accompanied with a low degree of environmental experience (i.e., a student had a low score for environmental experience); as the student attained a high degree of environmental experience, the influence of innovative cognitive style on creativity became weakened. The experiential media suggested that the natural elements, cultural history, group travel, and narrator effectively diversified the experiences of the students and enhanced creative thinking. This paper suggests providing increased stimulation of environmental experience prior to instructing design students to engage in creative activity. Environmental experience can benefit students by enhancing their creativity.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9368-x
      Issue No: Vol. 27, No. 4 (2017)
       
  • Mapping the journey: visualising collaborative experiences for sustainable
           design education
    • Authors: Muireann McMahon; Tracy Bhamra
      Pages: 595 - 609
      Abstract: Abstract The paradigm of design is changing. Designers now need to be equipped with the skills and knowledge that will enable them to participate in the global move towards a sustainable future. The challenges arise as Design for Sustainability deals with very complex and often contradictory issues. Collaborative learning experiences recognise that these complex issues can be addressed with the pooling of diverse knowledge, perspectives, cultures, skills and tools. Unless, however the process of collaboration is explored in detail, the opportunity for reflection, learning and improvement is lost. This paper proposes that by introducing and analysing collaboration within third level design education, the capacity for responsible design practice can be developed, leading to a transformative shift in how designers are taught as students and subsequently practice as professionals. Over two multidisciplinary projects devised and undertaken by design students from the University of Limerick (Ireland), Hogeschool Utrecht (Netherlands) and Virginia Commonwealth University (USA), the collaborative path is mapped and critical junctions identified. From this process of mapping and visualisation, collective narratives of the overall project experience are constructed (through the eyes of the participants and planners). This leads to a greater understanding and appreciation of the benefits and limitations of the collaborative experience.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9365-0
      Issue No: Vol. 27, No. 4 (2017)
       
  • Kinds of designing and their functions in analyzing
    • Authors: Mike Christenson
      Pages: 611 - 626
      Abstract: Abstract In this paper, I mine the scholarly work of longtime MIT professor Donald Schön for a set of tactics which, having originated in his studies of the architectural design studio, are shown to be relevant to the architectural analysis of existing buildings. In this way, a specific and hitherto untapped potential of Schön’s work is developed, but more critically, I use the discussion to support a strategy of designerly analysis which suggests an expansion of studio pedagogy as a field for learning.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9370-3
      Issue No: Vol. 27, No. 4 (2017)
       
  • Models as artefacts of a dual nature: a philosophical contribution to
           teaching about models designed and used in engineering practice
    • Authors: Mahdi G. Nia; Marc J. de Vries
      Pages: 627 - 653
      Abstract: Abstract Although ‘models’ play a significant role in engineering activities, not much has yet been developed to enhance the technological literacy of students in this regard. This contribution intends to help fill this gap and deliver a comprehensive account as to the nature and various properties of these engineering tools. It begins by inspecting two well-known cases: the long-term policy documents of technological literacy in the USA and in New Zealand. This will help to clarify the approach of these educational documents to models, provide a primary understanding of their existing drawbacks in this relation, and realize the necessity of underpinning a well-organized account that can be used in teaching about models. Next, the discussion moves toward an attempt to develop a sound description of the nature of models. This is accomplished through an extensive review of the viewpoints of philosophers (of science and technology) about the nature and properties of these tools; models will then be argued and suggested for consideration as techno-scientific artefacts with their own dual nature: the intrinsic and the intentional. Such an account paves the way to the next step, which namely attempts to provide a well-ordered framework of the models’ various properties, through taking up those two natures and their interrelation in detail. The paper concludes by showing some initial advantages of applying the suggested approach to the intended cases, which can hopefully lead to further, more detailed inspections and extended contributions.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9364-1
      Issue No: Vol. 27, No. 4 (2017)
       
  • Educating ethical designers
    • Authors: Anders Haug
      Pages: 655 - 665
      Abstract: Abstract In recent years, there has been an increased focus on bringing sustainability into design education. The focus of such education, however, mainly concerns providing design students with the knowledge and skills needed to create sustainable design, which, so this paper argues, may not be enough. Thus, with a basis in Aristotelian virtue ethics, this paper shows that sustainable design education may apply a broader perspective by also focussing on how to stimulate design students’ desire to create sustainable solutions as well as providing them with the means to engage others in such ideas. As compared to the identified literature, the present paper represents a novel perspective on sustainability in design education that may constitute a basis for further discussions and educational developments.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9367-y
      Issue No: Vol. 27, No. 4 (2017)
       
  • Give us something to react to and make it rich: designers
           reflecting-in-action with external representations
    • Authors: John Baaki; Monica W. Tracey; Alisa Hutchinson
      Pages: 667 - 682
      Abstract: Abstract Designers give themselves something to react to and they make it rich. During design, what they react to can take many forms: a homepage wireframe, an Excel spreadsheet, building drawings, and a Tweet prototype. Using a phenomenological research design using an interactive methodology and multiple data collection methods, the researchers looked at designers reflecting-in-action. A research question was: What is the impact of reflection-in-action on evaluation processes while a design is in progress and not yet complete' Focusing specifically on a theme that emerged from this research question, this manuscript explores eight designers, who while reflecting-in-action, took stock in and reacted to external representations, which were rich in context, information, and constraints. It delves into the experiences that these multidisciplinary designers had in their respective design spaces reacting to and evaluating external representations. The researchers looked at how rich external representations intertwined in context, information, and constraints helped designers move to partial solutions that moved the design forward. The researchers discuss implications for students and teachers, and share a design experience where inexperienced designers (as university students) can practice taking stock in and reacting to external representations.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9371-2
      Issue No: Vol. 27, No. 4 (2017)
       
  • Impacts of innovativeness and attitude on entrepreneurial intention: among
           engineering and non-engineering students
    • Authors: Kris M. Y. Law; Kristijan Breznik
      Pages: 683 - 700
      Abstract: Abstract This study attempted to explore the impacts of attitudinal antecedents on students’ entrepreneurial intention. Comparisons between students of engineering and non-engineering backgrounds and gender groups were made. Total of 998 students from universities in Hong Kong were surveyed, leading to a number of highlights in the study. First, it is found that the learning motivation strongly correlates with innovativeness, which in return affects the entrepreneurship intention. Second, the educational measures designed for senior year students would be slightly different from those for junior year students, whilst the junior year students may need more facilitation to motivate their learning. Thirdly, the ‘innovativeness’ of engineering students is found significantly and strongly correlated to ‘self-efficacy’ and significantly to ‘attitude’. The ‘attitude’ of engineering students is found more significantly contributing to their ‘entrepreneurial intention’. The interesting results show that for engineering students, though perceiving higher levels of innovativeness, ‘attitudes’ and ‘entrepreneurial intention’, the critical attributes in determining ‘entrepreneurial intention’ are ‘attitudes’ and ‘self-efficacy’. Fourthly, attitudes seem a lot more influencing to the entrepreneurial intention among female students, whilst ‘innovation’ is the a lot more influencing among male students. There are some limitations in this study, such as the sample size and survey design. In order to secure a high level of content validity, some items of the constructs are excluded possibly due to the sample size and the uneven numbers of the different sample groups. Future study is recommended to include students from different countries in order to have more representative results, and the research model could be further extended to explore the effects of other demographic parameters.
      PubDate: 2017-12-01
      DOI: 10.1007/s10798-016-9373-0
      Issue No: Vol. 27, No. 4 (2017)
       
  • Interdisciplinary craft designing and invention pedagogy in teacher
           education: student teachers creating smart textiles
    • Authors: Seija Karppinen; Veera Kallunki; Kauko Komulainen
      Abstract: Abstract The paper discusses how a teaching approach, interdisciplinary design and invention pedagogy, affected primary school student teachers’ learning outcomes through the craft design process in pre-service teacher education. This study applies developmental work research (Engeström in J Educ Work 14(1):133–156, 2001; Engeström in Yhteiskehittely ja vaihdon vyöhykkeet tutkijoiden ja elinkeinoelämän välillä 2013; Galison in Image & logic: a material culture of microphysics. The University of Chicago Press, Chicago, 1997; Gorman in Trading zones, interactional expertise and interdisciplinary collaboration 2005) that aims to develop educators’ work involved here. To support a craft-designing process and making innovative artefacts, two disciplines—natural science (physics) and drama—as examples of interdisciplinarity were invited to contribute to the craft process. The craft course on ‘smart textiles’ was carried out in the spring of 2014 and 2015 at the University of Helsinki in pre-service primary teacher education. The aim of the crafts course was to get student teachers familiar with different dimensions of crafts (textile, design and technology), inquiry-based designing and an interdisciplinary teaching approach to be used in a primary school context. The craft task included working in small groups and designing smart textiles. Student teachers documented their designing and implementation processes through photos and videos using applications such as iMovie or Movie maker. In addition, participants wrote comprehensions of their projects in learning diaries. The data consist of student teachers’ learning diaries (N = 17) and prototypes (N = 17), which are analysed by qualitative content analysis. As results, first, the paper presents some innovative artefacts that student teachers created. Second, it describes the learning that emerged in pedagogical thinking of student teachers related to the interdisciplinary designing process, including (1) four interdisciplinary contexts, (2) new pedagogic thinking and (3) change of attitude towards integrative teaching.
      PubDate: 2017-12-26
      DOI: 10.1007/s10798-017-9436-x
       
  • Using creative exhaustion to foster idea generation
    • Authors: Colin M. Gray; Seda McKilligan; Shanna R. Daly; Colleen M. Seifert; Richard Gonzalez
      Abstract: Abstract Numerous studies have shown the value of introducing cognitive supports to encourage the development of creative ability, and researchers have developed a variety of methods to aid in generating ideas. However, design students often struggle to explore more ideas after their initial ideas are exhausted. In this study, an empirically validated tool for idea generation, called Design Heuristics, was introduced as a means of productively pushing past creative exhaustion in an industrial design course at a large Midwestern university. Students worked on a simple design task on their own, generating an average of 6.1 concepts in a 30-min session; then, after 10 min of instruction on the Design Heuristics tool, students generated an average of 2.8 additional concepts for the same task using Design Heuristics for an additional 30 min. The concepts created in this second session using Design Heuristics were rated as higher in novelty, specificity and relevance. These results suggest that students benefit from introducing support tools following a period of working on their own ideas. Once their own ideas are exhausted, students may be more open to using and learning from support tools, and these tools may support skill development while producing higher quality outcomes.
      PubDate: 2017-12-11
      DOI: 10.1007/s10798-017-9435-y
       
  • Self-efficacy or context dependency': Exploring teachers’
           perceptions of and attitudes towards technology education
    • Authors: Charlotta Nordlöf; Jonas Hallström; Gunnar E. Höst
      Abstract: Abstract Educational research on attitudes shows that both teaching and student learning are affected by the attitudes of the teacher. The aim of this study is to examine technology teachers’ perceptions of and attitudes towards teaching technology in Swedish compulsory schools, focusing on teachers’ perceived control. The following research question is posed: How do the teachers perceive self-efficacy and context dependency in teaching technology' Qualitative interviews were performed with 10 technology teachers in the compulsory school (ages 7–16), and the data was analysed using thematic analysis. Based on an attitude framework, three sub-themes of self-efficacy were found: experience, education and interest, subject knowledge, and preparation. Furthermore, four sub-themes of context dependency were found; collegial support, syllabus, resources and status. The results show that, according to the teachers in this study, self-efficacy mainly comes from experience, education and interest. Moreover, contextual factors can both limit and boost the teachers, but overall there are negative attitudes because of a lack of support and resources, which impedes the teaching. Teachers educated in technology education generally express more positive attitudes and thus seem to have advantages in relation to technology teaching, but still they sometimes express negative attitudes in the field of perceived control. Some implications of this study are that it is necessary to promote teacher education in technology and to reserve resources for technology education in schools, thereby supporting teachers in controlling contextual and internal factors that affect their teaching. This support to teachers is especially important if there is an intention for the subject to develop in new directions.
      PubDate: 2017-12-02
      DOI: 10.1007/s10798-017-9431-2
       
  • Teacher’s didactical moves in the technology classroom
    • Authors: Maria Svensson; Gerd Johansen
      Abstract: Abstract In the technology classroom, practical problem-solving activities require interaction between teacher and students. To explore these interactions, we use Joint Action Theory of Didactics (JATD). Joint actions occur within a didactical system where teacher, students and content are understood as an undividable whole. Of particular interest is how the teacher interacts with students and the milieu: the objects, processes and concepts needed to solve the problem. We regard this combination of the students and milieu (the student-milieu) as a unit with which the teacher interacts. Creating joint action relies on joint attention, joint affordances and common ground. Moreover, we use the concept didactical moves to describe how the teacher facilitates joint action to create opportunities for students to interact with the milieu. We analyse video-recorded observations of a group of students, aged 14, who are working with a practical problem, building a bridge model. Our results indicate that the teacher’s didactical moves attempt to achieve an integration of students’ procedural and conceptual understanding. However, the teacher overlooks the need to establish common ground related to certain aspects of the milieu, and there are few joint affordances in relation to central concepts among the students. We argue that JATD is appropriate when analysing and reflecting on practical problem solving and teachers’ strategies for handling interactions with the student-milieu.
      PubDate: 2017-11-24
      DOI: 10.1007/s10798-017-9432-1
       
  • Agendas, influences, and capability: Perspectives on practice in design
           and technology education
    • Authors: Andrew Doyle; Niall Seery; Donal Canty; Jeffrey Buckley
      Abstract: Abstract A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers’ perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers’ (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers’ perceptions, forming a greater understanding of what influences practice in the discipline.
      PubDate: 2017-11-16
      DOI: 10.1007/s10798-017-9433-0
       
  • Broadening design-led education horizons: conceptual insights and future
           research directions
    • Authors: Natalie Wright; Cara Wrigley
      Abstract: Abstract Design as an overarching pedagogical framework has been regarded by some as the avenue to re-envision general education to develop capabilities required for twenty-first century citizens. However, despite the adoption of design thinking within other domains, generic design-based education for lifelong learning remains largely unexplored. A comprehensive review of literature on educating a workforce for the knowledge economy, and the role of design in business and educational innovation, has been conducted to create a new approach to building a culture of practice for design-led education, based on the theory of the Innovation Matrix. This study proposes ‘design-led educational innovation’ as a new area of research which requires a deeper understanding of the knowledge, skills and mindsets students require to thrive in the twenty-first century and beyond as lifelong learners in informal and formal education contexts. The findings provide an opportunity to explore dynamic theories and methodologies borrowed from within the field of design-led innovation in business that will broaden the horizons of design-led education, challenging existing practices to transform educational institutions as knowledge creation organisations. This is the first paper to introduce the Design-led Education Innovation Matrix, providing a prototype design-led framework to assist educators in developing and assessing twenty-first century knowledge, skills and mindsets. In addition, it identifies related future research areas for academia, thereby extending the reach and scope of this emerging research area.
      PubDate: 2017-11-04
      DOI: 10.1007/s10798-017-9429-9
       
  • 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
       
 
 
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