Recent Research in Learning Technological Concepts and Processes

This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.     

Enhancing Technological Practice: An Assessment Framework for Technology Education in New Zealand

The stated aim of technology education in New Zealand is to develop students' level of technological literacy. This paper introduces the Technology Assessment Framework (TAF) as an organisational tool for the development and delivery of technology programmes that focus on increasing students' technological literacy through the enhancement of their technological practice across technological areas and contexts. The TAF was developed and refined in 1999 and 2000 as part of a two year New Zealand Ministry of Education funded research project, and integrated within a national professional development programme in 2000 designed for preservice and inservice teacher educators in New Zealand.This paper backgrounds the sociocultural theoretical position of the TAF and explains how it reflects and furthers the aim of technology education in New Zealand. The TAF is then presented and explained with the aid of illustrative examples from classroom practice.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

GA －BP 神经网络模型在地区工业技术创新能力评价中的应用

针对当前技术创新能力评价方法大多建立在线性模型的基础上,且技术创新能力影响因素较多,可能存在多重共线性的缺陷,本文提出了遗传算法优化的BP神经网络模型。GA－BP神经网络模型在以下几方面做出了改进：①利用了神经网络强大的非线性关系映射能力,避免了传统线性模型的缺陷。②利用遗传算法对评价指标进行了降维,去除了多重共线性。③使用遗传算法从全局搜寻BP神经网络权值和阀值向量,优化了BP神经网络模型,避免了BP神经网络由于使用梯度下降算法,容易陷入局部最优解的缺陷。本文最后选取2008～2013年全国31个省市规模以上工业企业技术创新能力124条数据作为训练样本,31条数据作为测试样本,分别测试遗传算法优化的BP神经网络和未优化的BP神经网络,测试结果显示遗传算法优化的BP神经网络模型预测准确率高于未优化的BP神经网络模型。     

基于创新协同理论的大中型工业企业技术创新能力评价研究

在科技高速发展的今天,大中型工业企业该如何提高自身的技术创新能力,使其能够持续、快速、健康地发展,成为一个不可忽视的问题。本文从研发能力、财务能力、协同能力和产出能力四个方面,选取了15个有代表性的评价指标,构建出了基于创新协同的企业技术创新能力评价指标体系。然后搜集了2011年东部和中部十九个省市大中型工业企业的指标数据,运用因子分析法进行综合分析。研究结果表明,我国大中型工业企业技术创新能力呈现出明显的从东部沿海地区向中部地区由高到低的递减分布。     

基于创新协同理论的企业技术创新能力评价指标体系研究

企业是技术创新的主体,在科技高速发展的今天,企业该如何提高自身的技术创新能力,使其能够持续、快速、健康地发展,便成为一个不可忽视的问题。本文在对企业技术创新能力研究综述的基础上,从协同的角度进一步完善了企业技术创新能力评价理论基础,给出了企业创新协同系统的概念和企业技术创新能力要素。遵循科学性、系统性、可操作性和代表性的原则,从研发能力、财务能力、协同能力和产出能力四个方面,选取了15个有代表性的评价指标,构建出了基于创新协同理论的企业技术创新能力评价指标体系。     

中国大中型工业企业技术创新区域差异分析

技术创新能力不仅是国家竞争力的核心,也是企业竞争力的核心。本文从大中型工业企业的技术创新投入、研究开发、制造能力、技术创新产出以及创新环境支持5个方面．对中国大中型工业企业技术创新能力进行分析评价,从而揭示中国大中型工业企业技术创新的实际状况以及各地区在不同方面存在的优势和不足。     

中国石化钻井化学剂技术标准现状调查分析

通过对中国石化范围内钻井化学剂技术标准收集、整理、筛选、技术分析,剖析了存在的问题,制定了筛选原则。按照油田化学剂分类方法规范了钻井化学剂分类和代号,共分成16类钻井液处理剂,技术标准278项;13类油井水泥外加剂,技术标准46项,形成了中国石化钻井化学剂采购技术标准体系。     

The Influences of Socio-cultural Interaction upon Children's Thinking and Actions in Prescribed and Open-Ended Problem Solving Situations (An Investigation Involving Design and Technology Lessons in English and Finnish Primary Schools)

The purpose of this study was to explore the value and impact of social interaction upon children's design and technological thinking and actions. The study was based on the assumption that constructivistic driven and open-ended, creative design learning contexts enabled children to form, as well as to reconstruct, their designing and making capabilities and knowledge. Children were required, by means of open and closed teaching methods, to technologically create a particular product which used sound for a chosen purpose.The resultant multiple data collection processes, using videos of children working, examination of children's completed projects and semi-structured interview techniques, enabled the authors to analyse childrens' acquisition of Design and Technology (D&T) knowledge.Pupil's capabilities were seen to be enhanced through their direct, active, socio-cultural interactions, within a range of classroom settings, and involving different teaching methods, with respect to the primary curricula in UK and Finland.     

经济增长、生态足迹与可持续发展能力:基于浙江省的实证研究

经济增长与生态足迹之间的演化关系是分析区域经济可持续发展能力的重要手段。本文应用生态足迹模型测算了浙江省1990—2006年的生态足迹并应用Ulanowicz的生态经济发展能力公式进行可持续发展能力评估,得到三个主要结论:①浙江省1990—2006年人均生态足迹需求不断增加,生态赤字逐年扩大。②万元GDP的生态足迹逐年下降,生态经济发展能力逐步有所增强。③代表生态经济系统稳定性的多样性指数不断下降,浙江模式潜伏着重大的不可持续性信息。本文认为,目前浙江等东部地区经济下滑的情况比较显著,可持续发展能力受到明显挑战。资源、环境、生态问题成为可持续发展能力的约束,而生态问题背后又是企业组织规模、产业结构、发展模式等原因。宏观调控表面看是经济问题,实质是资源环境约束的结果。这些问题相互联系并具有一定的代表性,对它们的认识与解决程度可能从根本上影响着区域乃至国家的可持续发展能力。     

企业社会资本与技术创新：基于吸收能力的实证研究

本文针对我国企业社会资本影响技术创新的机制问题展开分析,从企业社会资本的特征维度出发,引入吸收能力的视角,提出了基于吸收能力的企业社会资本与技术创新绩效的概念模型。在问卷调查的基础上,通过多元线性回归分析和结构方程模型分析,对我国企业社会资本如何影响技术创新的问题进行了实证研究。研究结果表明,在不考虑吸收能力作用的情况下,企业社会资本的结构、关系和认知等三个维度的水平对于我国企业技术创新绩效的提升均具有积极显著的作用;企业社会资本三个特征维度的水平通过提高吸收能力进而正向影响技术创新绩效;其中,认知维度在结构维度和关系维度发挥效应中承担中介变量的作用。为提高企业技术创新绩效,建议以知识的获取和利用为导向,注重企业社会资本三个维度水平的均衡提高。     

The Political Ecology of Design and Technology Education: An Inquiry into Methods

At the beginning of this new century, design and technology educators face a serious dilemma: Practice conventional modes of design and technology, which have consumed proponents in Canada, England, Germany, and the US, or model design for sustainable lifestyles. Our conventional design, problem solving and technological methods embody a liberal, political ecology and in effect, these methods – our practices – are not sustainable. Using the political ecology of Nike shoes as an example, I describe ecological footprints, resource streams, and wakes as effective metaphors for sustainable practice. In contra-distinction to technocentric methods, I argue for modelling ecocentric processes rooted in political ecology and cultural studies. Attending to the political ecology of design and technology means nothing less than remodelling the design of lifestyles and reducing production and consumption in our practice.