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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.
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
4.
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
5.
There are various aspects to teachers’ professional knowledge, some such as subject knowledge are more easy to articulate
than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various
aspects of teachers’ professional knowledge in order to be able to help themselves reflect on and develop these various aspects.
This research builds on earlier work conducted with design and technology colleagues in a number of different countries and
teacher training institutions (see Banks et al., International Journal of Technology and Design Education, 14, 141–157, 2004). Leach and Banks, together with other colleagues, developed a visual tool for discussing the aspects of professional
knowledge that student teachers are required to develop and this formed the basis of this research (Leach and Banks, Investigating the developing ‘Teacher Professional Knowledge’ of student teachers, 1996). The research was carried out with a cohort of 1-year Post Graduate Certificate in Education (PGCE) students on a
conventional face-to-face programme. There were 11 in the group with six male and five female and the majority were aged under
25; this is atypical of this course both for gender and age, but this constituted the 2004–2005 intake. There were three data
collection points: September 2004, on their first day of their course; January 2005 following their first school placement
and June 2005 at the end of the course. The findings indicate the students’ development across the PGCE course in each of
the areas relating to knowledge of subject, pedagogy and school. In each area there is a growth in their knowledge and a development
in the complexity of their understanding. The students’ knowledge developed from a generalised understanding to a more specific
and sophisticated one. It is hoped to be able to continue this research during the induction year of each successful student. 相似文献
6.
Evgeny Korchnoy Igor M. Verner 《International Journal of Technology and Design Education》2010,20(2):217-237
Growing popularity of robotics education motivates developing its didactics and studying it in teacher training programs.
This paper presents a study conducted in the Department of Education in Technology and Science, Technion, in which university
students and school pupils cope with robotics challenges of designing, building and operating computer-controlled mechanisms.
The university students were involved in developing robot prototypes and related instructional materials, and assisted in
teaching robotics and guiding projects to middle school and high school pupils. The study focused on behaviors of the two
groups of learners and aimed to elicit and analyze typical characteristics of learning in the developed robotics environment.
We collected qualitative data on learning through robot design and experimentation activities and, by means of the ground
theory method, elicited and analyzed typical behavioral characteristics of students’ and pupils’ learning: self-confidence,
help, collaboration, interest, seriousness, self-dependence, learning effort, responsibility, coping with learning pressure,
learning through observation, and perseverance. As found, the behavior characteristics evolve in the course of robotics studies
and their evolution can give indication on the development of the desired competences. 相似文献
7.
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
8.
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
9.
10.
This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers
in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed,
together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom
performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher
perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally
in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design
and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes
within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with
the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
11.
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
12.
Pirita Seitamaa-Hakkarainen Marjut Viilo Kai Hakkarainen 《International Journal of Technology and Design Education》2010,20(2):109-136
The purpose of the present article is to examine the knowledge-practice based approach to technology-enhanced learning. Toward
that end, the article reports the efforts of an elementary-school teacher and researchers in promoting genuine inquiry at
the 4th and 5th grade of a Finnish elementary school. We will describe implementation and social organization regarding ‘The
Project of Artefacts––the Past, the Present and the Future’ that engaged students in collaborative inquiry and design across
13 months (almost three semesters). Knowledge Forum (KF), a virtual platform for the interchange of information, provided
tools and practices that facilitated creative working within participating students and teachers. This was accomplished in
a meaningful social setting which was culturally rich and where material and conceptual artefacts played dominant roles. In
this article, the analysis of the teacher’s project diary and the contributions to the KF database provides an overview of
the knowledge practices enacted during the project. The distribution of knowledge-creation activities during the project reveals
that the teacher assumed a role of organizer concerning shared knowledge practices instead of controlling all aspects of students’
learning. Simultaneously, however, students were not left working without guidance; the teacher structured their collaborative
efforts with the help of KF and by directing classroom activities. 相似文献
13.
David Mioduser Osnat Dagan 《International Journal of Technology and Design Education》2007,17(2):135-148
The study aimed to examine the relationship between alternative approaches towards problem solving/design teaching (structural
or functional), students’ mental modeling of the design process, and the quality of their solutions to design tasks. The structural approach emphasizes the need for an ordered and systematic learning of the design process stages, while the functional approach emphasizes the teaching and study of design functions (rather than stages). Participants were 80 seventh graders,
divided into two groups, who were taught a unit on technological problem solving by either approach in the course of 14 classes
(21 h) during a semester. Before, during and after the design process of a technological solution the students represented
their perception of the design process. The results for both groups were analyzed in terms of: (a) types of models generated;
(b) changes in type of models along the learning/design process; (c) defining characteristics of the design process models.
Significant differences between the groups’ models were found for most variables examined. The functional approach was more
effective than the traditional structural approach for supporting the construction of holistic, flexible, and effective mental
models of the design process of technological solutions. 相似文献
14.
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
15.
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
16.
Future elementary school teachers often lack self-efficacy for teaching science and technology. They are particularly anxious
about encouraging children to carry-out student-directed, open-ended scientific inquiry and/or technological design projects.
Moreover, because this often also is the case with practising elementary school teachers, it is difficult for student–teachers
to gain practical experience facilitating student-led project work during practicum sessions. To provide student–teachers
with expertise and motivation for promoting student-directed, open-ended project work, therefore, a group of future elementary
teachers were taken through a constructivism-informed ‘apprenticeship’ during their university-based teaching methods course
and then invited to make project work the subject of the action research that they were required to complete during their
practicum. In this paper, successes that one student–teacher (out of 78 studied) experienced in promoting student-directed,
open-ended technological design projects are reported. Although she judged children’s designs to be modestly successful, data
indicate that her self-efficacy for promoting project work increased significantly. Analyses of qualitative data collected
during the methods course and practicum also indicate that aspects of the curriculum, teachers, students and milieu appeared to contribute to this success. Such findings suggest that teacher educators should focus on helping future elementary
teachers to develop expertise and motivation that would enable and encourage children to conduct technological design projects
before conducting scientific inquiries. Such a tack may be the most pragmatic—and, arguably, epistemologically-sound—approach for
helping ‘science- and technology-phobic’ student–teachers to move from the periphery to the core of practices in science and
technology education. 相似文献
17.
Leon Liebenberg Edward Henry Mathews 《International Journal of Technology and Design Education》2012,22(1):93-113
Modern engineering curricula have started to emphasize design, mostly in the form of design-build experiences. Apart from
instilling important problem-solving skills, such pedagogical frameworks address the critical social skill aspects of engineering
education due to their team-based, project-based nature. However, it is required of the twenty-first century engineer to be
not only technically competent and socially and culturally aware, but also innovative and entrepreneurial. This paper discusses
a reformulated first-year engineering course at the University of Pretoria, which was adopted 6 years ago to better address
the required innovation skills of engineering students. This design-build-innovate course employs a unique creative problem-solving
strategy in designing and building solutions to set technological problems. The students further investigate the provisional
patenting of their design concepts. Mini business plans are developed and the students participate in a university- and in
a national innovation competition. This introductory engineering course has been successful as measured by overwhelmingly
positive student feedback, several provisional patents, and a number of small start-up companies that emanated from the students’
work. 相似文献
18.
Frank Banks 《International Journal of Technology and Design Education》2008,18(3):221-229
In this issue of the International Journal of Technology and Design, we report on a series of case studies from the second
phase of an international project—Developing Professional Thinking for Technology Teachers (DEPTH2). The first phase of the
project was a study conducted with both primary and secondary technology pre-service teacher education students in a number
of different countries who were given the same teacher-knowledge graphical framework as a tool to support reflection on their
professional knowledge. We discovered that, despite the different country contexts, student teachers of technology could articulate
aspects of their developing teacher knowledge using the same framework for teacher professional development. As previously
reported in this journal (Banks et al. International Journal of Technology and Design Education, 14, 141–157, 2004), the common graphical tool enabled them to set out their subject knowledge, pedagogical knowledge and ‘school’
knowledge and was useful in helping them become more self-aware. In this second phase of the project we have developed this
line of research in two ways. First, we extended the range of participants to include experienced teachers involved in in-service
work connected to curriculum development. Second, we looked at the inter-relationship for pre-service teachers between their
developing professional knowledge and their own ‘personal subject construct’. In this article, the theoretical framework for
the subsequent papers is described and set in the context of recent debates surrounding the nature and importance of teacher
knowledge; and the way such professional knowledge can be articulated by teachers. 相似文献
19.
Paul W. Wormald 《International Journal of Technology and Design Education》2011,21(4):425-447
This paper describes pedagogic research to instigate, support and understand a significant change in the education of undergraduate
industrial design students. Design educators at Loughborough University, UK, have proposed that it will be critical for future
industrial designers to learn new knowledge and abilities which will enable them to successfully operate at the ‘fuzzy front
end’ of new product development. This is an arena before a traditional design brief exists (i.e. ‘pre-brief’), and typically
involves in-depth investigation of such issues as users, experiences and brand, followed by exploitation of the findings.
Curriculum development and new teaching, evolved over five annual cycles of implementation, reflection, planning and new implementation,
is described. A model of the activities and processes of this ‘pre-brief’ arena is presented. Through structured investigation
of the cycles of improvement and follow-up evaluation research, evidence gathered from stakeholders (students, educators,
and industry) indicates that industrial design students can be taught to successfully operate at this fuzzy front end, and
that this can be a highly effective strategy for students in their design project work. It also suggests that the students’
enhanced abilities will be in demand following their graduation. 相似文献