Subjects -> EDUCATION (Total: 2539 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2178 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2178 journals)            First | 1 2 3 4 5 6 7 8     

Showing 801 - 857 of 857 Journals sorted alphabetically
İnönü Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
İnönü University Journal of the Graduate School of Education     Open Access  
INOPENDAS : Jurnal Ilmiah Kependidikan     Open Access   (Followers: 2)
Inspiramatika     Open Access  
Instructional Science     Hybrid Journal   (Followers: 14)
Integral Transforms and Special Functions     Hybrid Journal  
Interacções     Open Access  
InterActions: UCLA Journal of Education and Information     Open Access   (Followers: 16)
Interchange     Hybrid Journal   (Followers: 1)
Intercultural Education     Hybrid Journal   (Followers: 10)
Interdisciplinaridade. Revista do Grupo de Estudos e Pesquisa em Interdisciplinaridade     Open Access  
Interdisciplinary Journal of e-Skills and Lifelong Learning     Open Access   (Followers: 4)
Interdisciplinary Journal of Information, Knowledge, and Management     Open Access   (Followers: 12)
Interdisciplinary Journal of Problem-based Learning     Open Access   (Followers: 4)
Interdisciplinary Research in Education     Open Access   (Followers: 1)
Interdyscyplinarne Konteksty Pedagogiki Specjalnej     Open Access  
Interespe. Interdisciplinaridade e Espiritualidade na Educação     Open Access  
Interface - Comunicação, Saúde, Educação     Open Access   (Followers: 1)
Interfaces : Revista de Extensão da UFMG     Open Access  
Interfaces da Educação     Open Access  
International Developments     Open Access   (Followers: 3)
International e-Journal of Educational Studies     Open Access  
International Education     Open Access   (Followers: 10)
International Education Research     Open Access   (Followers: 8)
International Education Studies     Open Access   (Followers: 10)
International Educational Research     Open Access  
International Electronic Journal of Environmental Education     Open Access   (Followers: 1)
International Journal for 21st Century Education     Open Access  
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 9)
International Journal for Educational Integrity     Open Access   (Followers: 3)
International Journal for Research in Vocational Education and Training     Open Access   (Followers: 8)
International Journal for Talent Development     Open Access  
International Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 9)
International Journal of Academic Research in Education     Open Access   (Followers: 1)
International Journal of Accounting     Hybrid Journal   (Followers: 1)
International Journal of Active Learning     Open Access  
International Journal of Advanced Multidisciplinary Research and Review     Open Access  
International Journal of Advancement in Education and Social Sciences     Open Access   (Followers: 1)
International Journal of Aquatic Research and Education     Hybrid Journal  
International Journal of Art & Design Education     Hybrid Journal   (Followers: 26)
International Journal of Assessment Tools in Education     Open Access   (Followers: 7)
International Journal of Bilingual Education and Bilingualism     Hybrid Journal   (Followers: 19)
International Journal of Bullying Prevention     Hybrid Journal  
International Journal of Child Care and Education Policy     Open Access   (Followers: 3)
International Journal of Chinese Education     Hybrid Journal   (Followers: 1)
International Journal of Christianity & Education     Full-text available via subscription   (Followers: 5)
International Journal of Cognitive Research in Science, Engineering and Education     Open Access   (Followers: 7)
International Journal of Community Service Learning     Open Access   (Followers: 1)
International Journal of Construction Education and Research     Hybrid Journal   (Followers: 3)
International Journal of Contemporary Educational Research     Open Access   (Followers: 1)
International Journal of Continuing Engineering Education and Life-Long Learning     Hybrid Journal   (Followers: 5)
International Journal of Critical Pedagogy     Open Access   (Followers: 3)
International Journal of Curriculum and Instruction (IJCI)     Open Access   (Followers: 5)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 4)
International Journal of Designs for Learning     Open Access   (Followers: 6)
International Journal of Development Education and Global Learning     Open Access   (Followers: 6)
International Journal of Disability, Development and Education     Hybrid Journal   (Followers: 35)
International Journal of Distance Education and E-Learning     Open Access   (Followers: 3)
International Journal of Distance Education Technologies     Full-text available via subscription   (Followers: 7)
International Journal of Early Childhood     Hybrid Journal   (Followers: 14)
International Journal of Early Years Education     Hybrid Journal   (Followers: 11)
International Journal of Education     Open Access   (Followers: 17)
International Journal of Education and Development using Information and Communication Technology     Open Access   (Followers: 10)
International Journal of Education and Literacy Studies     Open Access   (Followers: 7)
International Journal of Education and Management Engineering     Open Access   (Followers: 2)
International Journal of Education in Mathematics, Science and Technology     Open Access   (Followers: 2)
International Journal of Education Policy and Leadership     Open Access   (Followers: 1)
International Journal of Educational Administration and Policy Studies     Open Access   (Followers: 7)
International Journal of Educational and Psychological Researches     Open Access   (Followers: 4)
International Journal of Educational Development     Hybrid Journal   (Followers: 17)
International Journal of Educational Methodology     Open Access  
International Journal of Educational Psychology     Open Access   (Followers: 17)
International Journal of Educational Research     Hybrid Journal   (Followers: 29)
International Journal of Educational Technology     Open Access   (Followers: 4)
International Journal of Electrical Engineering Education     Hybrid Journal   (Followers: 6)
International Journal of Emerging Technologies in Learning     Open Access   (Followers: 10)
International Journal of English Language Education     Open Access   (Followers: 14)
International Journal of English Language Teaching     Open Access   (Followers: 3)
International Journal of Ethics Education     Hybrid Journal  
International Journal of Evaluation and Research in Education     Open Access   (Followers: 12)
International Journal of Experiential Learning & Case Studies     Open Access   (Followers: 1)
International Journal of Foreign Language Teaching and Research     Open Access   (Followers: 4)
International Journal of Health Administration and Education Congress (Sanitas Magisterium)     Open Access  
International Journal of Health Education     Open Access   (Followers: 1)
International Journal of Health Promotion and Education     Hybrid Journal   (Followers: 13)
International Journal of Holistic Early Learning and Development     Open Access   (Followers: 2)
International Journal of Inclusive Education     Hybrid Journal   (Followers: 25)
International Journal of Indonesian Education and Teaching     Open Access  
International Journal of Information and Operations Management Education     Hybrid Journal   (Followers: 8)
International Journal of Innovation in Education     Hybrid Journal   (Followers: 9)
International Journal of Integrated Education and Development     Open Access  
International Journal of Knowledge and Learning     Hybrid Journal   (Followers: 4)
International Journal of Language Education     Open Access   (Followers: 1)
International Journal of Language Teaching and Education     Open Access   (Followers: 1)
International Journal of Leadership in Education: Theory and Practice     Hybrid Journal   (Followers: 24)
International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI)     Open Access   (Followers: 4)
International Journal of Learning and Development     Open Access   (Followers: 5)
International Journal of Learning and Intellectual Capital     Hybrid Journal   (Followers: 2)
International Journal of Learning and Media     Hybrid Journal   (Followers: 4)
International Journal of Lifelong Education     Hybrid Journal   (Followers: 11)
International Journal of Lower Extremity Wounds     Hybrid Journal   (Followers: 4)
International Journal of Management Education     Hybrid Journal   (Followers: 10)
International Journal of Management in Education     Hybrid Journal   (Followers: 8)
International Journal of Mathematical Education in Science and Technology     Hybrid Journal   (Followers: 10)
International Journal of Modern Education and Computer Science     Open Access   (Followers: 2)
International Journal of Multicultural Education     Open Access   (Followers: 10)
International Journal of Music Education     Hybrid Journal   (Followers: 18)
International Journal of New Education     Open Access   (Followers: 1)
International Journal of Nurse Practitioner Educators     Open Access   (Followers: 12)
International Journal of Nursing Student Scholarship     Open Access   (Followers: 2)
International Journal of Online Pedagogy and Course Design     Full-text available via subscription   (Followers: 8)
International Journal of Pedagogies and Learning     Hybrid Journal   (Followers: 7)
International Journal of Pedagogy, Policy and ICT in Education     Full-text available via subscription   (Followers: 3)
International Journal of Play     Hybrid Journal   (Followers: 6)
International Journal of Pluralism and Economics Education     Hybrid Journal  
International Journal of Practice-based Learning in Health and Social Care     Open Access   (Followers: 2)
International Journal of Public Legal Education     Open Access   (Followers: 1)
International Journal of Qualitative Studies in Education     Hybrid Journal   (Followers: 39)
International Journal of Quantitative Research in Education     Hybrid Journal   (Followers: 5)
International Journal of Rehabilitation and Health     Hybrid Journal   (Followers: 19)
International Journal of Rehabilitation Research     Hybrid Journal   (Followers: 20)
International Journal of Research & Method in Education     Hybrid Journal   (Followers: 20)
International Journal of Research in Education Methodology     Open Access   (Followers: 12)
International Journal of Research in Undergraduate Mathematics Education     Hybrid Journal  
International Journal of Research Studies in Education     Open Access   (Followers: 8)
International Journal of Research Studies in Educational Technology     Open Access   (Followers: 11)
International Journal of Research Studies in Language Learning     Open Access   (Followers: 13)
International Journal of School & Educational Psychology     Hybrid Journal   (Followers: 1)
International Journal of School Social Work     Open Access   (Followers: 3)
International Journal of Science and Mathematics Education     Hybrid Journal   (Followers: 25)
International Journal of Science and Technology Education Research     Open Access   (Followers: 10)
International Journal of Science Education     Hybrid Journal   (Followers: 30)
International Journal of Science Education, Part B Communication and Public Engagement     Hybrid Journal   (Followers: 10)
International Journal of Servant-Leadership     Full-text available via subscription   (Followers: 1)
International Journal of Social Media and Interactive Learning Environments     Hybrid Journal   (Followers: 16)
International Journal of Social Sciences and Education Research     Open Access  
International Journal of Sociology of Education     Open Access   (Followers: 9)
International Journal of STEM Education     Open Access   (Followers: 6)
International Journal of Synergy and Research     Open Access  
International Journal of Teaching and Case Studies     Hybrid Journal   (Followers: 5)
International Journal of Technology and Design Education     Hybrid Journal   (Followers: 11)
International Journal of Technology and Educational Marketing     Full-text available via subscription   (Followers: 4)
International Journal of Technology Enhanced Learning     Hybrid Journal   (Followers: 21)
International Journal of Training Research     Hybrid Journal   (Followers: 6)
International Journal of Trends in Mathematics Education Research     Open Access   (Followers: 1)
International Journal on Lifelong Education and Leadership     Open Access   (Followers: 2)
International Journal Pedagogy of Social Studies     Open Access  
International Online Journal of Education and Teaching     Open Access   (Followers: 1)
International Online Journal of Teachers in Collaboration     Open Access   (Followers: 1)
International Quarterly of Community Health Education     Full-text available via subscription   (Followers: 1)
International Research in Education     Open Access   (Followers: 6)
International Research in Geographical and Environmental Education     Hybrid Journal   (Followers: 5)
International Review of Economics Education     Hybrid Journal   (Followers: 3)
International Review of Education     Hybrid Journal   (Followers: 7)
International Review of Qualitative Research     Full-text available via subscription   (Followers: 33)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 26)
International Studies in Catholic Education     Hybrid Journal   (Followers: 4)
International Studies in Sociology of Education     Hybrid Journal   (Followers: 17)
International Technology and Education Journal     Open Access  
Interritórios     Open Access  
InterScientia     Open Access  
Intervention in School and Clinic     Hybrid Journal   (Followers: 1)
Investigación en la Escuela     Open Access   (Followers: 1)
Investigaciones Sobre Lectura     Open Access  
Investigating the Child’s World     Open Access   (Followers: 2)
Investigations in Mathematics Learning     Hybrid Journal  
Irish Educational Studies     Hybrid Journal   (Followers: 2)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
IRJE (Indonesian Research Journal in Education)     Open Access   (Followers: 1)
Iseedu : Journal of Islamic Educational Thoughts and Practices     Open Access   (Followers: 2)
Islamic Counseling : Jurnal Bimbingan Konseling Islam     Open Access   (Followers: 1)
Issues and Trends in Educational Technology     Open Access  
Issues in Informing Science and Information Technology     Open Access   (Followers: 2)
Issues in Language Instruction     Open Access   (Followers: 2)
Istanbul Journal of Innovation in Education     Open Access  
Istawa : Journal of Islamic Education     Open Access  
Italiano a scuola     Open Access   (Followers: 1)
Italiano LinguaDue     Open Access  
Itinerario Educativo     Open Access  
Itinerarios Educativos     Open Access  
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature     Open Access  
Izvestia Ural Federal University Journal. Series 1. Issues in Education, Science and Culture     Open Access  
JADECS : Journal of Arts, Design, Art Education and Culture Studies     Open Access   (Followers: 4)
JALIE : Journal of Applied Linguistics and Islamic Education     Open Access   (Followers: 1)
JAMP : Jurnal Administrasi dan Manajemen Pendidikan     Open Access   (Followers: 1)
JEKPEND : Jurnal Ekonomi dan Pendidikan     Open Access   (Followers: 2)
Jendela Olahraga     Open Access  
JET (Journal of English Teaching)     Open Access  
JIKAP PGSD : Jurnal Ilmiah Ilmu Kependidikan     Open Access   (Followers: 2)
JINoP (Jurnal Inovasi Pembelajaran)     Open Access  
JIPM (Jurnal Ilmiah Pendidikan Matematika)     Open Access  
JMIR Medical Education     Open Access   (Followers: 1)
JMPM : Jurnal Matematika dan Pendidikan Matematika     Open Access  
JOHME : Journal of Holistic Mathematics Education     Open Access  
Jornal Internacional de Estudos em Educação Matemática     Open Access  
Journal for Counselor Preparation and Supervision     Open Access   (Followers: 2)
Journal for Educators, Teachers and Trainers     Open Access   (Followers: 4)
Journal for Language Teaching = Tydskrif vir Taalonderrig     Full-text available via subscription   (Followers: 1)
Journal for Learning Through the Arts     Open Access   (Followers: 7)
Journal for Research in Mathematics Education     Full-text available via subscription   (Followers: 27)

  First | 1 2 3 4 5 6 7 8     

Similar Journals
Journal Cover
International Journal of Technology and Design Education
Journal Prestige (SJR): 0.702
Citation Impact (citeScore): 2
Number of Followers: 11  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1804 - ISSN (Online) 0957-7572
Published by Springer-Verlag Homepage  [2626 journals]
  • Technological knowledge in early childhood education: provision by staff
           of learning opportunities
    • Abstract: Abstract Developments in early childhood education (ECE) over the last two decades have for many countries meant a change towards a more subject-oriented pedagogy in which preschool staff are commissioned to teach technology to young children. This has been proved to be a challenge to the staff. Through analysis of activities at two preschool units, this study shows how technology education can be provided in ECE, and what kind of knowledge-learning by children can be facilitated in different activities and depending on the actions of the staff. An ethnographically-inspired perspective was employed, using methods such as participant observation and formal and informal interviews, in order to investigate the technological knowledge encouraged by the staff at two preschool units in Sweden. The results show that staff promote children’s learning of a variety of technological content, mainly relating to technological objects and creative processes. This range from simple knowledge of how to handle a knife or a pair of scissors to more complex knowledge of how to build something to be fit for purpose and how different tools or materials are more or less adequate for a specific activity or design. The result also show that the way in which the staff address these contents effect which abilities and skills children are promoted to develop.
      PubDate: 2019-03-14
       
  • Rule-based rationalization of form: learning by computational making
    • Abstract: Abstract Digital design and fabrication tools obtain constraints affecting creativity in conceptual design phase. There is a necessity to have a better understanding of issues related to the rationalization process of form, material and fabrication. The objective of this paper is to integrate analogue craft into architectural design studio that can be applicable into various educational setups, in order to increase the algorithmic thinking skills of students, before giving tutorials on the software tools and digital fabrication techniques. The Rule-based Rationalization of Form (RRF) was implemented as a task for a mobile unit design through computational making. The research methodology of RRF consists of four stages, including specifying the design constraints and the rules; the design of the components and the overall form; making the large-scale mock-up; and process evaluation. It was implemented to the second year undergraduate architectural design studios from Fall 2014 to 2016. The data were collected by the process analysis and questionnaire applied to the participants. The output studies were grouped in three, as Modular, Folding and Biomimetic design systems, based on the geometrical characteristics and organizational principles applied in the process. In the light of research objective, algorithmic thinking skills of students were developed through analogue craft, as well as participants obtained a better understanding of issues related to the rationalization process of form, material and fabrication, by testing relationships between the geometry, tools and the materials.
      PubDate: 2019-03-08
       
  • Finding the connection between research and design: the knowledge
           development of STEM teachers in a professional learning community
    • Abstract: Abstract Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often taught separately from each other, while in professional STEM practices, many projects are neither ‘research only’ or ‘design only’—they are both. In this study, we aimed to provide insights in teachers’ personal and shared knowledge on how research and design can be connected. To this end, we examined the development of pedagogical content knowledge (PCK) and beliefs of six teachers of the Dutch STEM subject O&O (research and design), who participated in a professional learning community (PLC) aimed at connecting research and design within this subject. Results of pre and post-PLC interviews showed that teachers’ personal PCK was very diverse, probably due to their different beliefs, backgrounds and teaching contexts. Through jointly designing instructional strategies for connecting research and design, teachers contributed to a collective knowledge base. The results of this study indicate that a professional learning community in which teachers with varying backgrounds construct knowledge and instructional strategies together, can be a powerful method to enhance personal PCK and collective knowledge. These are promising outcomes in the light of shaping professional development activities for STEM and D&T teachers, which in turn aims to provide students with a holistic and realistic view on current professional STEM fields.
      PubDate: 2019-03-06
       
  • Hotspots and trends of technology education in the International Journal
           of Technology and Design Education: 2000–2018
    • Abstract: Using visualized bibliographic data and a range of quantitative research methods, the analysis of the International Journal of Technology and Design Education (IJTDE), which is included in the core collection of Social Science Citation Index, reached a number of conclusions. Firstly, IJTDE is an important platform for the exchange of research results in the field of technology education, and has a significant influence. Secondly, De Vries, Williams, Ankiewicz and a number of others are influential and prolific authors in the IJTDE.
      Authors from the USA, England, New Zealand, Taiwan and Australia make most contributions to the IJTDE, Delft University of Technology, University of Auckland and the University of Waikato are the more prolific institutions in the IJTDE. Thirdly, technology education, education, design, science, creativity, technology, design education, knowledge, student, technological literacy and problem solving are the most frequency keywords in the IJTDE. Creativity, design education, problem solving, curriculum development, design and critical thinking, practice, engineering education, and STEM education are research trends in the IJTDE between 2000 and 2018. Fourthly, the discipline knowledge base mainly focuses on teaching and design methods in the technological environment, and the definitions of technology-related concepts. The results enable a deeper understanding and consideration of the content and influence of IJTDE, and the research hotspots in the field of technology education.
      PubDate: 2019-03-06
       
  • Identifying design values across countries through adaptive comparative
           judgment
    • Abstract: Abstract Adaptive comparative judgment (ACJ) has proven to be a valid, reliable, and feasible method for assessing student performance in open-ended design scenarios. In addition to the use of ACJ for purely assessment and evaluation, research has demonstrated an opportunity to identify the design values of judges involved with the ACJ process. The potential for ACJ, as a tool for understanding cultural design values, and potentially facilitating international collaboration, is intriguing. Therefore, this study established three panels of judges, from countries around the world, to assess one body of student work using the ACJ method. The similarities, differences, and findings from these assessment results were analyzed, revealing distinct design values, preferences, and differences for each group of judges from the different locations.
      PubDate: 2019-03-02
       
  • Identifying design process patterns: a sequential analysis study of design
           thinking
    • Abstract: Abstract Design is a key element of both the teaching and learning of engineering and technology. However, the process of engineering design has yielded limited research results. This study explored the iterative design process by searching for sequential design thinking patterns. The researchers collected nine concurrent think-aloud protocols from fourth-grade elementary students. The study identified that idea generation plays a central role in design that features the dominant use of time. In addition, the researchers revealed significant pathways in design thinking and built a design pattern model. The results will not only help engineering and technology educators the understanding of design behavior, but also support the harmonious matching of learning and teaching styles in engineering and technology education.
      PubDate: 2019-03-01
       
  • Alignment of the traditional approach to perceptions and attitudes with
           Mitcham’s philosophical framework of technology
    • Abstract: Abstract According to Mitcham’s (Thinking through Technology, The University of Chicago Press, Chicago, 1994) fourfold philosophical framework, technological knowledge and volition, with their origin within human beings, give rise to technological activities expressed as concrete technological objects. Technologies are associated with a wide array of volitional activities, drives, motivation, aspiration, intentions and choice. Subsequently, attitudes towards technology are integral to technology as volition, which is a characteristic of humanity. The use of Mitcham’s philosophical framework is becoming increasingly prevalent in technology education. Mitcham’s framework may have affordances for the current understanding of the perceptions and attitudes of pupils towards technology, which have been researched for just over three decades. It seems that the traditional approach to attitudes may resemble Mitcham’s framework in which technological knowledge (epistemology) and volition are prerequisites for technological activities (methodology), which result in technological objects (ontology). However, this resemblance has not been investigated and determined yet. The purpose of this article is twofold, namely to investigate the alignment of the traditional approach to perceptions and attitudes of students towards technology with technology’s four manifestations in Mitcham’s philosophical framework, as well as the justification for measuring the missing behavioural component of students’ attitudes. The research methodology followed for this conceptual article included a literature review and an analysis of the specific aspects measured by the mainstream Pupils’ Attitudes Towards Technology (PATT) instruments as well as new, non-related instruments to PATT studies. The specific aspects of the traditional approach, measured by these instruments, are related to Mitcham’s framework. Mitcham’s (1994) philosophical framework yielded fresh insights into the perceptions and attitudes of students towards technology and instruments for measuring these. It was found that the traditional approach to attitudes does resemble Mitcham’s philosophical framework. The mainstream PATT-NL instrument and its derivatives (i.e., PATT-USA and PATT-SQ) were aligned with the traditional approach to attitudes. These instruments have mainly been focusing on the cognitive and/or affective component of attitudes, neglecting the behavioural component. Except for the Human Being and Technology (HBT) questionnaire the closest that other instruments came to ascertaining the behavioural component (methodology or activities) was to measure readiness for action (e.g. the Attitudinal Technology Profile (ATP) questionnaire).
      PubDate: 2019-03-01
       
  • Investigating the use of spatial reasoning strategies in geometric problem
           solving
    • Abstract: Abstract A core aim of contemporary science, technology, engineering, and mathematics (STEM) education is the development of robust problem-solving skills. This can be achieved by fostering both discipline knowledge expertise and general cognitive abilities associated with problem solving. One of the most important cognitive abilities in STEM education is spatial ability however understandings of how students use this ability in practice are currently underdeveloped. Therefore, this study aimed to investigate how levels of spatial ability impacted both performance and approaches to problem solving. In the context of graphical education, selected due to its significant overlap with technological, mathematical and engineering knowledge, a repeated cross-sectional study design was implemented to gather longitudinal data of student approaches to problem solving. A battery of psychometric tests of spatial ability was administered to two cohorts and problem solving was examined through a variety of graphical problems. The findings illustrate a relationship between attaining higher levels of spatial ability and performance. Participants with lower levels of spatial ability evidenced the utilisation of models to a greater extend with a particular emphasis on models with the capacity to alleviate the need for spatial reasoning.
      PubDate: 2019-03-01
       
  • Impact of implementing a long-term STEM-based active learning course on
           students’ motivation
    • Abstract: Abstract This paper aims at analysing the effect of implementing a long-term STEM-based active learning course on students’ motivation. First of all, a course that introduces science, technology and engineering concepts to students was designed. The key point was to provide the students with authentic learning activities based on real-world problems. The students had to solve those problems working in 3-members group. The teacher’s role was as a learning guide. The course was implemented in a 6th grade class (primary education) and in a 7th grade class (secondary education) throughout a whole academic year. The Instructional Materials Motivation Survey (IMMS) was used to measure the students’ motivation in two different moments: at the end of the first term and at the end of the third term. The IMMS is based on the ARCS Model and measures four motivational factors: attention, relevance, confidence and satisfaction. The high scores obtained in the IMMS manifest that most students were motivated with the STEM course. Indeed, the highest scores were obtained in the questions corresponding to the satisfaction factor. Furthermore, results evidence that the level of motivation varied only slightly from the first to the third term test. Hence, we can affirm that the hands-on learning activities proposed during the STEM course allow to create a learning experience that interests and engages students. Finally, obtained results allow to know how the students feel about the new STEM course and to redesign it, if necessary, in order to improve the studied motivational factors.
      PubDate: 2019-03-01
       
  • Students’ ideas about technological systems interacting with human
           needs
    • Abstract: Abstract Technology is a compulsory subject at Swedish elementary schools and, according to the syllabus, helps students develop their ability to examine different technological solutions and reason how these solutions affect society, environment, and humans. An important challenge for educational research is to analyse and understand the consequences and impacts of technologies on students’ learning, well-being, and participation in society. It is important to understand how technological systems work in order to orient oneself in modern society and to make well-informed decisions about what is good or bad use of technology. The purpose of this study is to further explore students’ understanding of technological systems and their features through investigating the students’ reasoning and collaboration in small-group interactions. We found a relatively large number of situations where students clearly demonstrate that they understand technological systems and the components and relationships among them. On the other hand, some situations indicate that students have difficulty explaining and understanding or realising concepts, theories, and relationships regarding technological systems. The findings need to be examined critically, although the students in this study were not used to this way of working with concepts or using images in their presentations. The study was conducted in the spring of 2016 at a compulsory school in the south of Sweden.
      PubDate: 2019-03-01
       
  • Engineering design in the elementary science classroom: supporting student
           discourse during an engineering design challenge
    • Abstract: Abstract This exploratory case study examines how various instructional strategies can influence elementary-aged student discourse patterns during an engineering design challenge. With engineering design increasingly entering the elementary science classroom both within the United States and internationally, students must now engage in discipline-specific practices intended to mirror the work of professional engineers. The current study analyzed classroom discourse over the length of an instructional unit using an analytical lens informed by Heath’s (in: Masten (ed) The Minnesota symposia on child psychology, Psychology Press, New York, pp. 59–75, 1999) concept of joint work, which revealed how three parallel and complimentary discourse practices emerged primarily and more readily once students were given access to the materials needed for their mining extraction tool. The study’s findings illustrate the importance of designing and implementing pedagogical supports capable of ensuring students understand how their drawn designs can be used (Henderson in Sci Technol Hum Values 16(4):448–473, 1991) to manage the uncertainty that naturally arises during an engineering design challenge. Furthermore, the results point to the need for further research at the classroom level that investigates how students can be better supported to overcome the challenges associated with design-based problem solving, possibly via the inclusion of written, rather than verbal support.
      PubDate: 2019-03-01
       
  • The role of interest-driven participatory game design: considering design
           literacy within a technology classroom
    • Abstract: Abstract Adolescents develop skills and ideas from their interest-driven practices, which shape a type of literacy that may differ from the traditional ideas of literacy. This paper takes a qualitative approach to identify adolescents’ activities through interest-driven participatory design. We interacted with grade 9 students at a Western Canadian school who were designing games in a Career and Technology Studies classroom. We collected data through weekly observations, group presentations, written individual reflections on their own designs, oral and written group peer feedback, and final interviews with group members. Based on literature review and our observations, we drew on a framework focusing on adolescents’ participation in exploring, developing, and creating designs based on their own interest. We advocate for adopting interest-driven participatory game design in technology classroom, to engage learners more in learning and developing necessary skills to thrive in their lives.
      PubDate: 2019-03-01
       
  • Monitoring a gender gap in interest and social aspects of technology in
           different age groups
    • Abstract: Abstract Although technology determines our everyday life, many of us still have neither special knowledge nor interest. Our study focused on a reliable and valid empirical monitoring of interest in and social implications of technology by applying an existing scale to 610 participants. First, we confirmed the factor structure for the school student subsample which was the age-group of the originally applied scale (n = 369). Second, we were able to extract the same structure for both other subsamples: university freshmen (n = 125) and in-service teachers (n = 116). Interestingly a gender gap occurred in all age-groups for both factors (interest in technology and social aspects of technology). Not surprisingly, male participants showed significantly higher interest and social adjustment to technology. Only in the social context for male and female in-service teachers did no gender difference appeared. Consequently, technology in schools needs an introduction at young ages, where interest in both technology and its social aspects develops and needs support.
      PubDate: 2019-03-01
       
  • Using adaptive comparative judgment for student formative feedback and
           learning during a middle school design project
    • Abstract: Abstract While design-based pedagogies have increasingly been emphasized, the assessment of design projects remains difficult due to the large number of potentially “correct” solutions. Adaptive comparative judgment (ACJ), an approach based on assessors/judges working through a series of paired comparisons and selecting the better of two items, has demonstrated high levels of inter-rater reliability with design projects. Efforts towards using ACJ for assessing design have largely centered on summative assessment. However, evidence suggests that ACJ may be a powerful tool for formative assessment and design learning when undertaken by students. Therefore, this study investigated middle school students participated in ACJ at the midpoint and conclusion of a design project, both receiving and providing feedback to/from their peers through the ACJ process. Findings demonstrated promise for using ACJ, as a formative assessment and feedback tool, to improve student learning and achievement.
      PubDate: 2019-03-01
       
  • Acquiring materials knowledge in design education
    • Abstract: Abstract Product material choices affect how a product will be manufactured, how it will function, and how it will be experienced. Thus, understanding materials is essential for designers in many regards. However, materials used in designs are subject to ongoing changes in availability, processing methods, price and attributed meanings. Furthermore, new materials are constantly being developed. Therefore, designers continuously need to acquire new materials knowledge (i.e., internalisation of facts, information, and skills) to be able to produce designs that utilise available material possibilities and achieve the desired user experiences. However, although this topic has been dealt with to some extent, a detailed classification of approaches for how designers can acquire materials knowledge is absent in the literature. To provide designers and design educators with a structured basis for understanding/teaching materials knowledge acquisition, this paper develops a framework that defines twelve distinct ways for designers to acquire materials knowledge.
      PubDate: 2019-03-01
       
  • A scientific writing pedagogy and mixed methods assessment for engineering
           education using open-coding and multi-dimensional scaling
    • Abstract: Abstract Assessments of new pedagogical practices usually rely on instructor oriented surveys and questionnaires to measure student perceptions of teaching methods; however, fixed response categories in structured questionnaires might bias results. This paper demonstrates a mixed methods approach using open and multi-dimensional scaling (MDS) for a student-oriented exploratory analysis and visualization of perceptions of teaching methods. A scientific writing and research methodology course is a required course for first year PhD students in software engineering and geo-infomatics at Wuhan University, China. PhD students attending this course came from countries whose first language is not English, and from a variety of software engineering and geo-infomatics domains. The problem therefore, was to elicit un-mediated perceptions of course assignment, reduce and generalize the resulting data for interpretation. A graphical visualization of themes emerging in student responses to two open-ended questions about an assignment provided a basis for inferring student interests and needs. In this course, an assessment of a task oriented problem-solving experience was implemented through a mixed method strategy incorporating qualitative methods, exploratory data mining techniques, and cartographic visualization. The visualization shows that participating students generally perceived the exercise as challenging, helped them understand journal requirements, and develop ways to survey texts to extract information. The results also suggested that this consensus breaks down in terms of each participant’s own goals, domain, and research interests. Unstructured questions, open coding, and MDS visualization might also prove to be helpful in the process of devising and assessing other student centered pedagogies.
      PubDate: 2019-02-12
       
  • A meta-synthesis of primary and secondary student design cognition
           research
    • Abstract: Abstract Design within primary and secondary schools has been increasingly emphasized over the past decade. As a response to this increased interest, qualitative research examining students’ cognitive processes involved in the practices of design has been on the rise. These studies have commonly employed the concurrent think-aloud research methodology to examine and describe an individual’s or group’s thought processes while engaged in a design task. However, the variety of coding schemes used to code and describe the collected think-aloud data has limited the synthesis of findings across design cognition studies, which can be a concern as the synthesis of qualitative studies can potentially lead to the development of more formal and possibly more generalizable theories (Glaser and Strauss in Status passage, Aldine, Chicago, 1971). Nevertheless, a study conducted by Grubbs, Strimel, and Kim (2018) examined the different coding schemes used in analyzing the design cognition of primary and secondary students that were published between 1995 and 2016. Their investigation led to the identification of three distinct themes for the foundation and intent of the various design cognition coding schemes and provided a basis for a more informed meta-synthesis of design cognition research. Therefore, this study examined the design cognition studies identified by Grubbs et al. (2018) and synthesized both the findings and discussions of each, according to the three coding scheme themes. The results of this investigation can provide deeper insights into primary and secondary students’ design thinking and can help inform design pedagogy.
      PubDate: 2019-02-12
       
  • Identity development in school makerspaces: intentional design
    • Abstract: Abstract Makerspaces are increasingly popular in K-12 schools, particularly when associated with STEM learning. Many schools are successfully entering the makerspace arena. Others face significant barriers in ideating their design, often resorting to tinkering, or the purchase of commercial kits as resources. At the heart of a makerspace is its intent, as well as anticipated learning outcomes. This paper proposes design as being the process-base of a makerspace, and the transformation of learner identity as being its core learning outcome. The literature is drawn together to present an overview of identity as it relates to learning. It draws on the Funds of Knowledge and Funds of Identity approaches to outline how makerspaces are able to operate as third spaces, drawing together experiences in both formal and informal education. The paper then presents a makerspace design approach that draws together three identity resources, namely material, relational and ideational. Literature on equity-oriented makerspace design and facilitation is drawn upon to describe makerspace design features organised by each type of identity resource. This design can initiate the conversation of educational makerspace designers that supports focused questions about the potential purpose, resourcing, structure and facilitation of school makerspaces.
      PubDate: 2019-02-11
       
  • An exploration of the variables contributing to graphical education
           students’ CAD modelling capability
    • Abstract: Abstract This paper reports on a study exploring the variables that contribute to upper second level students’ capability in a digital graphical modelling exercise in the field of technology education. The study evolves previous work in the area conducted in different contexts such as teacher education. Findings indicate deficiencies in second-level students’ digital modelling abilities and a significant relationship between students’ analytical, strategic and visuospatial abilities are presented. The paper discusses these findings as they relate to pedagogical reasoning processes and present the necessity to broaden the conception of graphical capability within digital CAD modelling contexts. Some key implications for technology education programmes and pedagogical approaches are discussed in conclusion.
      PubDate: 2019-02-11
       
  • A future-focused approach to the technology education curriculum: the
           disparity between intent and practice
    • Abstract: Abstract The recently revised New Zealand Curriculum in technology education [Ministry of Education (MoE) Digital technologies: Hangarau Matihiki, Wellington, 2017. https://education.govt.nz/assets/Documents/Ministry/consultations/DT-consultation/DTCP1701-Digital-Technologies-Hangarau-Matihiko-ENG.pdf] presents opportunities for teachers to provide a future-focused approach to learning. Teacher perceptions about the nature of their subject and the discourse within their school however, influence how the curriculum is interpreted, for enactment. This article reports findings from Ph.D. research that explored the disparity between the intent of the technology curriculum and the practice of five technology teachers, in two secondary school settings. There is a focus on the ways that teachers might be supported to navigate challenges and enable change in their practice, if they are motivated to enact technology education in a future-focused way. Teachers’ interpretation and enactment of the New Zealand curriculum are heavily influenced by others’ understanding of their subject, and the organisational structures in their school. A threshold concept is presented as a strategy to transform teachers’ thinking, when making meaning of the curriculum, and to develop their knowledge for practice. Recommendations are made regarding the necessary changes in thinking and practice in technology education in New Zealand, to address a further disparity between what school-based practitioners believe students need and what academic researchers assert is important in contemporary education. Initial Teacher Education Programmes are briefly discussed as a means of addressing this issue from another perspective, to ensure that student teachers are exposed to future-focused conceptions of the curriculum at University, to compensate when such practice is not observed during their school placements.
      PubDate: 2019-02-08
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 18.232.186.117
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-