共查询到20条相似文献,搜索用时 31 毫秒
1.
Shi-Jer Lou Ru-Chu Shih C. Ray Diez Kuo-Hung Tseng 《International Journal of Technology and Design Education》2011,21(2):195-215
This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior
high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content
analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform,
an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at
a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students
were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’
attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to
lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge;
(3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain
more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities
and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum
at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities.
In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and
systematic knowledge about STEM. 相似文献
2.
Shi Jer Lou Yi Hui Liu Ru Chu Shih Kuo Hung Tseng 《International Journal of Technology and Design Education》2011,21(2):161-183
The purpose of the study was to explore a learning behavioral model of project-based learning (PBL) for senior high school
students in the context of STEM (science, technology, engineering, and mathematics). Using “audio speakers” as the project
theme, a series of tasks were designed to be solved using STEM knowledge via an online platform and student group discussions.
A total of 84 volunteer students from a senior high school and a vocational school in Pingtung, Taiwan, were divided into
21 groups. Text analysis and questionnaire survey were administered. Data sources were the participants’ information collected
via the STEM online platform and the questionnaire survey regarding STEM in PBL. The findings of the study are as follows:
(1) the learning behavioral model for STEM in PBL showed a positive influence on students’ behavior in the form of cognition
and behavioral intentions. In addition, cognition and behavioral intentions were positively influenced by attitude. The overall
model fit was positive and could effectively explain senior high school and vocational school students’ learning behavior
as related to STEM in PBL; (2) according to the results of the analysis of STEM from the online platform, students displayed
a positive attitude, attained integrated conceptual and procedural knowledge, and demonstrated active behavioral intentions
through STEM in PBL. In addition, the students’ creative and organized project outcomes revealed the effects of their behavior. 相似文献
3.
Kazunori Shimada Jun Moriyama Masashi Matsuura 《International Journal of Technology and Design Education》2007,17(1):45-54
The purpose of this study is to analyze the structure of industrial high school students’ self-concepts. The survey was conducted
on 1,040 industrial high school students in Japan. A factor analysis was carried out, and five factors were identified: F1,
attitude toward self-discipline; F2, attitude toward career development; F3, attitude toward professional skill development;
F4, attitude toward social values; F5, attitude toward self-monitoring. It is suggested that the structure of students’ self-concepts
in industrial high school includes these five components. The results of an ANOVA test showed that, there were significant
differences among students of the three different grades for F1, F2, and F3. The mean scores for F1 and F2 became higher for
older students, while the mean scores for F3 went down for older students.
The results also showed a problem in that as the school year increases, the consciousness of professional development is reduced. 相似文献
4.
Brigid Barron Caitlin Kennedy Martin Eric Roberts 《International Journal of Technology and Design Education》2007,17(1):75-105
In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single
school system with a sequence of secondary school level (ages 14–18) computer technology courses. In our first study, we share
data on students’ learning as a function of the required introductory course and their pre-course history of technological
experience. In order to go beyond traditional assessments of learning we assessed two aspects of students’ “learning ecologies”: their use of a variety of learning resources and the extent to which they share their knowledge about technology with others.
In our second study we present patterns of course taking by male and female students who have almost completed their secondary
schooling. In addition, we share case studies of students who elected to take more technology classes and leveraged their
course experiences for internships, further education, and jobs. The quantitative and qualitative data are consistent with
our hypothesis that students would become more technologically fluent and that their learning ecologies would diversify as a result of their project-based experiences. 相似文献
5.
The purpose of this study is to investigate student attitudes towards and perceptions of using the Internet and information
technology to mediate a design studio course and to propose guidelines and suggestions for developing Internet-mediated design
studio courses. Two classes of third-year undergraduate industrial design students in two collaborating universities in Taiwan—Chang
Gung University and National Yunlin University of Science and Technology—participated in an experimental design studio course
mediated with an online design learning environment. Surveys and focus group interviews were conducted at the end of the course
to record students’ attitudes and perceptions. The students thought that the approach used had a positive influence on design
teaching and learning and expressed acceptance of using the Internet to support design education. Finally, suggestions were
proposed to help design educators in adopting, modifying, and developing systems for using the Internet to mediate design
studio courses. 相似文献
6.
Christina Solomonidou Athanassios Tassios 《International Journal of Technology and Design Education》2007,17(2):113-133
The present research investigated and studied students’ representations about daily life technologies, in a prospect of studying
technology in Greek primary education. In the research participated 60 Greek primary school students aged 9 to 12 years old.
Research data were collected through semi-structured, personal, clinical-type interviews. Each interview investigated student’s
conceptions and views about the following thematic areas: the concept of technology, daily life technologies, technological
change, and the impact of technology use in everyday life. Data analysis revealed that the majority of students equated technology
with modern tools and appliances, especially with computers, TV, mobile phones, satellites and other micro- and macro-technologies,
whereas experience based technologies (de Vries, Technology education: Beyond the “technology is applied science” paradigm.
J. Technol. Edu. 8 (1996), 7) have been hardly recognized by them as technology. Also students’ representations can be categorized either
as technology-oriented representations, which focus on a collection of technical means without reference to humans, or as
human-oriented representations, focused on technical means with substantial reference to human needs and activities. Depending
on these types of representations, students seem to conceive differently the nature of the problems, which they recognize
that the wide use of technology causes mainly to the environment and the responsibility of the user for these problems. Moreover,
it seems that the concept of technological change is a quite difficult one for the students. In order to help students form
adequate representations about daily life technology and technological change an appropriate teaching approach was designed
on the basis of these students’ representations. 相似文献
7.
Caimen Leigh Ruff Margot A. Olson 《International Journal of Technology and Design Education》2009,19(1):67-77
To measure attitudes toward environmental issues, interior design students responded to a four-part survey: demographics,
ecology, sustainability, and comments. The ecology section was composed of modifications of questions from the New Ecological
Paradigm Scale (Dunlap et al. Journal of Environmental Education, 9:10–19, 2000). The researchers composed the items in the sustainable section to reflect perceptions related to the use of sustainable
products and solutions in interior design scenarios. Although the ecology and sustainability survey results exhibited great
variability, responses to individual items mostly averaged towards the more pro-environmental and pro-sustainability sides
of the scales. While average scores on the ecology section of the survey showed the respondents as a group to be moderately
pro-environmental, most items revealed a considerable amount of undecided ratings and quite a few students who perceived the
environment to be somewhat invincible. The data also indicated a discrepancy between what students think they know (sustainability
section) and what the students actually reveal in their open-ended answers (comments section). The survey results imply that
educators, who themselves are likely to be pro-environment, cannot merely assume that their students share the same values
and attitudes. Beginning instruction with explanations and examples of sustainable methods and products will not be sufficient
to communicate the delicate balance between Human use of resources and Nature’s ability to replenish. Design educators need
to set the stage for sustainability rather than just assume that students will embrace the concept. Hopefully, more research
studies will inspire others to evaluate their own students’ feelings about the environment. 相似文献
8.
Architectural design is a knowledge-intensive activity; however, students frequently lack sufficient knowledge when they practice
design. Collaborative learning can supplement the students’ insufficient expertise. Successful collaborative learning relies
on knowledge sharing between students. This implies that the peers are a considerable design knowledge source for the students.
However, students are involved in grade competition. Students may not be willing to share because knowledge is a critical
resource for students’ performance. The web technology has been used to facilitate knowledge exchange among students; nevertheless,
the convenience of technology may tempt free riding behavior and impede the development of a knowledge sharing culture. The
purpose of this exploratory study is to probe whether the peers and a web forum are the students’ primary knowledge source
by investigating students’ knowledge sources during the design process. The results demonstrated that (1) studio-mates were
a primary design knowledge source for the students, (2) the ill-defined nature of design problems may be the main contributing
factor encouraging knowledge sharing behavior, (3) the shared web forum was not a primary knowledge source for the students
and did not have a significant influence on the knowledge sharing culture, and (4) we can estimate the knowledge sharing culture
in a design studio through investigating students’ knowledge sources. Furthermore, several additional findings and implications
are elaborated. 相似文献
9.
10.
Juyeon Park Dong-Eun Kim MyungHee Sohn 《International Journal of Technology and Design Education》2011,21(4):505-517
The purpose of this study is to explore the effectiveness of 3D simulation technology for enhancing spatial visualization
skills in apparel design education and further to suggest an innovative teaching approach using the technology. Apparel design
majors in an introductory patternmaking course, at a large Midwestern University in the United States, participated in this
study. Three different teaching methods (lecture, 3D simulation instruments, and paper patternmaking) were employed in consecutive
instructional phases, within a single day. A short questionnaire devised to assess students’ visualization abilities and overall
evaluation on the three different teaching methods was administered to the students after each of the three phases. Overall,
students’ abilities to visualize 2D patterns onto a human body were improved by all three teaching methods. The 3D simulation
instruments anchored positive effects of training on spatial visualization abilities between lecture and paper patternmaking
practices. The results affirm that 3D simulation technology has positive potential as an efficient instructional tool for
improving students’ visualization skills in apparel design. 相似文献
11.
This paper investigates the interactions between design students’ cognitive styles, as measured by Riding’s Cognitive Styles
Analysis, and performance in 2D drafting and design tasks in digital media. An empirical research revealed that Imager students
outperformed Verbalisers in both drafting and creativity scores. Wholist–Analytic cognitive style dimension was found to be
independent from drafting and design performance. The study suggests that examining the cognitive styles of students in Computer
Aided Design (CAD) education deserves further attention and may facilitate for improvements in learning processes. 相似文献
12.
Relatively low participation in the hard sciences (mathematics, science, engineering and technology) has become a concern
with respect to the capacity of Australia to meet critical infrastructure projects. This problem has its roots in poor student
attitudes towards and perceptions about the study of prerequisite subjects including mathematics and science. Perception formation
commences early in students’ education where students have claimed that mathematics was not intrinsically useful and was difficult
to understand. With this mind, an intervention was planned and implemented in which technology and design practice was used
to integrate the study of mathematics so students could produce and explain a useful artefact. The integrated design project
included a focus upon instructional and regulatory discourse. Useful integration tools were developed that facilitated positive
cognitive discourses such that students demonstrated a functional understanding of mathematical concepts, reported a broader
and more applied understanding of the nature of mathematics and a belief that integration had helped them to make more sense
of mathematics. 相似文献
13.
Wan-Ling Wang Shen-Guan Shih Sheng-Fen Chien 《International Journal of Technology and Design Education》2010,20(4):433-451
Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design
studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces
of knowledge. In this research, firstly, ‘Knowledge Trading Game’ is proposed to be a way for promoting students’ design knowledge
exchange, dissemination and refinement. Twelve students are randomly chosen as experimental participants. And secondly, ‘virtual
value’ is used for students to trade their design knowledge. In this game, students buy others’ design knowledge to extend
their design problem space; students decrease their design solution space through their sold design knowledge. Finally, ‘protocol
analysis’ is adapted as the research methodology to examine the results of implementation. A positive outcome is identified
that Knowledge Trading Game encourages collaborative design learning. 相似文献
14.
Rui Pan Shih-Ping Kuo Johannes Strobel 《International Journal of Technology and Design Education》2013,23(3):785-802
The purpose of this study is to investigate student designers’ attitude and choices towards the use of computers and paper sketches when involved in a graphic design process. 65 computer graphic technology undergraduates participated in this research. A mixed method study with survey and in-depth interviews was applied to answer the research questions. This result shows that sketches and computers as design tools help students generate ideas in the early stage of design. Students’ preferences to use sketches or computers differ, since each tool has its own advantages and disadvantages. 相似文献
15.
David Mioduser Nadav Betzer 《International Journal of Technology and Design Education》2008,18(1):59-77
The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers,
and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution
of Project-based-learning (PBL), as pedagogical means for supporting the students’ knowledge acquisition and problem-solving
process. The findings show a significant increase in formal knowledge as measured by standardized matriculation exams; an
expansion in the scope of technological knowledge acquired and implemented, and in the scope of knowledge resources utilized
for the projects; a high level of overall performance as regards to the set of design skills studied; a positive change in
attitude towards technology and technological studies; the emergence of consistent design styles by individuals and groups
along their work in the projects. 相似文献
16.
Kuen-Yi Lin Kuang-Chao Yu Hsien-Sheng Hsiao Yu-Shan Chang Yu-Hung Chien 《International Journal of Technology and Design Education》2020,30(1):21-34
Collaborative problem-solving skills are one of the key competencies required in the twenty-first century. In this study, researchers attempted to compare the effectiveness of web-based collaborative problem-solving systems (wCPSS) and classroom-based collaborative hands-on learning activities (cCHLA) in the development of collaborative problem-solving skills in junior high school students who were learning science, technology, engineering, and mathematics (STEM)-related subjects. A quasi-experimental, nonequivalent pretest–posttest control group design was employed, and 241 junior high school students were invited to participate in the study. According to the results, a wCPSS-supported environment with teacher guidance was found to be more effective than either a wCPSS-supported environment without teacher guidance or a cCHLA-facilitated environment in developing students’ collaborative problem-solving skills in STEM fields. The study suggested that a web-based collaborative problem-solving system with teacher guidance can be used in developing junior high students’ collaborative problem-solving skills in STEM education. 相似文献
17.
C. F. Leung 《International Journal of Technology and Design Education》2000,10(3):149-161
One objective of Design & Technology (D&T) is to enable students to be inventive in designing practical solutions to problems.
D&T is viewed as being successful when students can demonstrate the ability to recognize problems, undertake inquiries by
themselves, and contribute ideas accordingly. This article will discuss a study which investigated an alternative approach
to assessing students’ design performances. In the study, a new item format was designed and a new criterion framework of
assessment based on Biggs’ SOLO Taxonomy was developed. The evidence from this study indicates strong face validity for the
new approach which maps closely to the goals and purposes of learning D&T.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
18.
Perrine Martin Jean-Luc Velay 《International Journal of Technology and Design Education》2012,22(1):13-23
Nowadays, computer aided design (CAD) is widely used by designers. Would children learn to draw more easily and more efficiently
if they were taught with computerised tools? To answer this question, we made an experiment designed to compare two methods
for children to do the same drawing: the classical ‘pen and paper’ method and a CAD method. We asked two groups of 14 children
to draw a geometrical figure: the Rey-Osterrieth Complex Figure (ROCF). The first group drew it with a pen on a sheet of paper
(‘paper’ group) and the second on a computer screen with CAD software (‘computer’ group). Two drawing conditions were studied:
‘Copying’ the figure and drawing from memory. Results showed that the ‘computer’ group was better at copying the figure but
that both groups performed equally well when the figure was drawn from memory. These preliminary results suggest that using
a CAD tool could help children while they copy a model, but that it does not improve their ability to draw the same figure
using their own, internal model. 相似文献
19.
Burcu Şenyapili Ýncý Basa 《International Journal of Technology and Design Education》2006,16(3):273-283
There is a current vacillation in choosing hand or computer for design presentation in academia. Although the computer emerged
as very powerful alternative presentation medium, it could not sweep away the hand totally. Believing that this vacillation
cannot only be due to the positive and negative aspects of both media, we worked with a group of students in a design curriculum
to observe the factors that affect their choice of medium for presenting design ideas. The students were required to use both
media for the same task, subsequently their satisfaction and evaluation were examined through a questionnaire. Students acknowledged
the positive aspects of both media, rather than accumulating on one side. Findings led us to concur that the constant oscillation
of architecture between art and science penetrates down to the individual choice of presentation medium. We assert that the
warmness of hand is not deserted as it contemplates the artistic essence, while the digital perfection of the computers flirt
with science. The ever-attended, age-old question of architecture’s being art and/or science occupies the architectural agenda
at various levels. Both the polarizations and the reconciliations have theoretical, practical and educational consequences.
This paper locates itself within this context and proposes a new framework for analyzing the impacts of this oscillation in
design presentation, concluding that the future of presentation in education points to the coexistence of both media. 相似文献
20.
Ann Marie Hill Angela Anning 《International Journal of Technology and Design Education》2001,11(2):111-136
There is a lack of evidence that examines, together, the triad of how teachers in elementary/primary schools are translating
curriculum requirements for teaching design, within technology frameworks, in their classrooms, how their students then proceed
with design, and how ’school situated design’ relates to ’workplace design’. This paper explores the relationships between
designerly thinking and behaviours situated in classrooms and in the workplace, beliefs about how designing is learned in
schools and in the ’real world’, and children’s, teachers’ and designers’ understanding of design. These are be illustrated
by extracts from interviews with teachers, children and designers and evidence of designing in classrooms and in the workplace.
Similarities and differences between evidence from ’school situated design’ and ’workplace design’ and from Canada and the
United Kingdom (UK) are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献