Creating a quantum design schema: Integrating extra-rational and rational learning processes

The traditional, linear, rational models of designing have over-simplified a complex process; unfortunately, this simplification misrepresents reality. Students need to become aware of the ambiguous nature of a complex process such as designing just as they need to be introduced to the ambiguous nature of living in a modern world. The challenge is to develop a design process to be used as a teaching/learning strategy that is non-linear, that integrates processes from the rational and extra-rational levels of the mind and which captures the ambiguous nature of the design process. Using the counter-intuitive behaviour that exists in quantum theory as an analogy seems best to describe the true nature of designing.Dr. Tom Puk is Coordinator of Continuing Teacher Education, Faculty of Education, Lakehead University, Thunder Bay, Ontario, Canada. He teaches in preservice, continuing education and graduate programs, and has conducted major research for Ontario Ministry of Education on Technology Education and Design Processes in 1991; this research was used to develop two provincial curriculum guidelines for all schools in Ontario. Email: tpuk@sky.LakeheadU.CA     

A review of Technology Education in Ireland; a changing technological environment promoting design activity

In Ireland, Technology Education’s structure and organisation across the levels of education is not delivered or governed in a coherent manner. Technology Education in primary level education, for students between 5 and 12 years of age, does not explicitly exist as a separate subject. In primary level education, Social, Environmental and Scientific Education (Science), encourages a child to examine and appreciate how technology and science impacts on their lives and the environment. It supports children developing design and make skills, and to apply scientific ideas to everyday situations and practical problems (DES in Primary school curriculum, science. Social, environmental and scientific education curriculum, 1999). In addition, various initiatives such as the Junior Lego League, supported by the Galway Education Centre, facilitate various perspectives of Technology Education. In second level education, which this paper primarily focuses on, Technology Education exists as a suite of eight subjects, for students of 12–18 years of age. In third level education students can choose from a wide range of bachelor degree programmes in science, technology, engineering or maths. The degree programmes available at third level also include programmes in initial teacher education (ITE). These programmes in initial teacher education are offered by two institutions, and graduate second level teachers to service the second level system. Technology Education in second level education was first introduced to Ireland in 1885. Since this introduction, revisions and changes have occurred, in both the Irish economy and syllabi. In 2006, Technology Education syllabi were revised to include more design activity at senior cycle. These changes reflect the forward thinking of policy makers in reflection of the progression from the industrial era to the information era to the conceptual era. The scope of second level Technology Education in an Irish context is still perceived by many as vocational, though progressive reformations are advancing towards a design-driven framework, grounded in a strong craft practice. This changing technological environment has resulted in the promotion of design activity in second level Technology Education in Ireland. This paper reviews the establishment of design education in Technology Education in the Irish second level education context, where an epistemological shift towards design activity has occurred.     

The relationship between technology and science: Some historical and philosophical reflections. Part II

Dr Paul Gardner was appointed to the Faculty of Education at Monash University in 1967 and is currently a Reader in Education. After graduating from the University of Melbourne with a science degree and teacher qualifications in 1960, he taught physics and chemistry in high schools for six years. He obtained the M. Ed. degree from the University of Melbourne in 1970 for a thesis which involved experimental studies of concept attainment, and in 1972 completed a Ph.D. at Monash for an investigation of student and teacher characteristics which influence students' attitudes to physics. His major field of interest is science education, and he has published extensively on the assessment of cognitive and affective outcomes, the role of language in learning science and (his current major interest) the links between science and technology. He was a founding member of the university's Centre for Science, Mathematics and Technology Education in 1989. He is currently the Editor ofResearch in Science Education, the annual journal of the Australasian Science Education Research Association, of which he was a founding member in 1970. Early in 1993, he presented a paper on science-technology relationships at a UNESCO-sponsored conference in Jerusalem; a revised version of this paper is being published inStudies in Science Education in 1994. He teaches post-graduate courses on statistical analysis, attitude measurement, curriculum issues and science and technology education.     

The use of gamification in higher technical education: perception of university students on innovative teaching materials

International Journal of Technology and Design Education - Education for sustainable development is considered a key element of quality. However, nearly-graduated students of architecture perceive...     

Transitioning Design and Technology Education from physical classrooms to virtual spaces: implications for pre-service teacher education

Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding online, or blended learning, has focussed on theoretically-founded learning areas, with less attention directed toward fundamentally practical learning areas, such as Design and Technology Education. Situated within the Bachelor of Education (Early Childhood Education, Primary, and Primary/Middle) degrees at the University of South Australia, Australia, this study captures the design, development and delivery of a blended Design and Technology course with first and third year pre-service teachers. Drawing on course learning analytics, pre-service teacher responses, and the reflective practice of teaching academics, this paper highlights the facilitators and challenges in transitioning to a blended model of curriculum delivery that addresses the contexts of the Australian Curriculum: Technologies.     

ASIT—a problem solving strategy for education and eco-friendly sustainable design

There is growing recognition of the role teaching and learning experiences in technology education can contribute to Education for Sustainable Development. It appears, however, that in the Technology Education classroom little or no change has been achieved to the practice of designing and problem solving strategies oriented towards sustainable design. Brainstorming, Brainwriting, SCAMPER, Metaphoric Thinking, Outrageous Thinking, Mind Mapping and other problem-solving strategies used in the classroom could be suitable for eco-design, however, there appears to be little research data on their use. This paper examines and presents the ‘Advanced Systematic Inventive Thinking’ (ASIT) system as an eco-design strategy. ASIT is derived from a more complex engineering-based problem solving strategy known as TRIZ (the Russian acronym for The Theory of the Solution of Inventive Problems). Drawing on Stable’s (in press) call for new approaches to address sustainable design and achieve solutions through Technology Education, this article traces the history of TRIZ and the development of ASIT. It then argues that the ASIT strategy can be an effective methodology to be taught and used in the Technology Education classroom to solve problems in the ‘eco’ or sustainable design context. Several design scenarios have been included to illustrate how ASIT can deliver eco-design solutions to problems. These examples demonstrate the flexibility of the methodology and the diverse range of applications in which ASIT can be applied.     

Constructing and reconstructing school technology in England and Wales

International Journal of Technology and Design Education - The British government has claimed that no other western country has given such prominence to technology in the curriculum for all pupils...     

Implementing programming in school mathematics and technology: teachers’ intrinsic and extrinsic challenges

International Journal of Technology and Design Education - The 2017 reform of the Swedish national curriculum requires that all compulsory school mathematics and technology teachers integrate...     

The need to consider the predictive capacity of intelligence and its malleability within design and technology education research

International Journal of Technology and Design Education - General intelligence is a fundamental human capacity with significant educational implications. However, it is often not considered in...     

Literacy,technology and ‘technological literacy’

International Journal of Technology and Design Education - The shortcomings of the ‘technological literacy’ metaphor are reviewed. The lack of an agreed meaning for this concept...     

Conceptualizing non-cognitive attributes,entrepreneurship training,pedagogical competencies and stem education outcome: an integrated model and research proposition

International Journal of Technology and Design Education - Literature on STEM education outcome in the tertiary context has pursued the construct of non-cognitive attributes distinctly from that of...     

Differences in perception,understanding, and responsiveness of product design between experts and students: an early event-related potentials study

International Journal of Technology and Design Education - This study compares the experts and the novices to investigate their information processing in dealing with the different degrees of...     

Participation and achievement in technology education: the impact of school location and socioeconomic status on senior secondary technology studies

International Journal of Technology and Design Education - The rise of STEM education, and the twenty first century skills movement, and the increasingly technologically driven nature of our world,...     

印刷行业硕士工程师人才培养模式及培养新机制的思考

根据《国家中长期教育改革和发展规划纲要（2010—2020年）》的精神,2010年教育部决定实施“卓越工程师教育培养计划”,与印刷行业相适应的是培养全日制在校专业硕士学位研究生,但目前针对专业硕士研究生的培养方式基本是沿用学术型硕士学位研究生的培养模式,不能满足硕士工程师人才培养的需要。为此,必须建立以强化工程能力与创新能力为重点的专业学位硕士生人才培养模式,及与行业企业密切合作的人才培养机制,注重研究生的工程实践能力和创新能力的培养。     

An in-depth investigation of student information gathering meetings with stakeholders and domain experts

International Journal of Technology and Design Education - Information gathering activities in engineering design projects play an important role in the identification and definition of stakeholder...     

A meta-synthesis of primary and secondary student design cognition research

International Journal of Technology and Design Education - Design within primary and secondary schools has been increasingly emphasized over the past decade. As a response to this increased...     

Exploring design students’ cognition and application of different levels of Chinese cultural elements

International Journal of Technology and Design Education - Increasing attention is being given to traditional culture-orientated product design. While Chinese design students lack a deep...     

Perception evaluation kit: a case study with materials and learning styles

International Journal of Technology and Design Education - Materials are elements that configure our built environment and are key components in design and engineering education. This research aims...     

Planting food sustainability thinking and practice through STEM in the garden

International Journal of Technology and Design Education - Science, Technology, Engineering and Mathematics (STEM) education has been identified as a keystone teaching and learning area for...     

The student attitudes towards digital and conventional drawing methods in environmental design studios and the impact of these techniques on academic achievement in the course

International Journal of Technology and Design Education - In recent years, technological advances had an impact on the field of education, and computer technologies were started to be used mainly...