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1.
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
2.
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
3.
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
4.
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
5.
Moshe Barak Muhammad Assal 《International Journal of Technology and Design Education》2018,28(1):121-144
This study presents the case of development and evaluation of a STEM-oriented 30-h robotics course for junior high school students (n = 32). Class activities were designed according to the P3 Task Taxonomy, which included: (1) practice—basic closed-ended tasks and exercises; (2) problem solving—small-scale open-ended assignments in which the learner can choose the solution method or arrive at different answers; and (3) project-based learning—open-ended challenging tasks. The research aimed at exploring students’ working patterns, achievements in learning the course, and the impact of this experience on students’ motivation to learn STEM subjects. Evaluation tools included a final exam on factual, procedural and conceptual knowledge in the STEM subject learned in the course, class observations, interviews with the students, and administrating an attitude questionnaire before and after the course. Since the experimental class was quite heterogenic in regard to students’ prior learning achievements and motivation to learn, some of the students completed just the basic exercises, others coped well with the problem-solving tasks, and only a few took it upon themselves to carry out a complex project. However, all students showed high motivation to learn robotics and STEM subjects. In summary, robotics provides a very rich and attractive learning environment for STEM education. Yet, the realization of this potential depends largely on careful design of the course methodology and especially the students’ assignments in the class. One should recognize that often only some students are capable of learning a new subject on their own through project work, and these students also need to gain additional knowledge and skills before dealing with complex projects. 相似文献
6.
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
7.
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
8.
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
9.
Akihito Kito Jun Moriyama Masashi Matsuura 《International Journal of Technology and Design Education》2007,17(1):37-44
The purpose of this study was to examine the structure of students’ knowledge formed in information education at junior high-school
level. Seventy-two 7th graders (first-year junior high-school students) and 78 10th graders (first-year high-school students)
participated in the study. A cluster analysis was performed on 40 items of knowledge that was included in “Information and
Computers.” The results of the analysis indicated that students’ knowledge composed from the perspective of two clusters:
“Practical knowledge” and “Systematic knowledge.” In addition, “Systematic knowledge” was significantly correlated with “Processing
ability,” which is one of the subordinates to “the ability of practical use of information.” 相似文献
10.
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
11.
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
12.
Szu-Chun Fan Kuang-Chao Yu 《International Journal of Technology and Design Education》2017,27(1):107-129
STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan. 相似文献
13.
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
14.
Moshe Barak 《International Journal of Technology and Design Education》2010,20(4):381-401
This paper proposes a compensative model for self-regulated learning in technology education (SRLT) comprised of cognitive,
metacognitive and motivational domains. Discussion of the cognitive domain centers on problem-solving and creativity, with
a focus on the need to engage students in open-ended assignments in informal contexts and to teach them a repertoire of methods,
strategies and heuristics for inventive design and problem-solving, rather than letting them search randomly for ideas or
use the trial-and-error method. The notion of metacognition deals with peoples’ ability to be aware of and control their own
thinking, for example, how they selects their learning goals, use prior knowledge or intentionally choose problem-solving
strategies. Self-regulatory behaviour is highly correlated with an individual’s motivation to handle challenging assignments,
and with his or her internal satisfaction from being engaged in a task that contributes more to creativity than to receiving
external rewards. Another important factor is an individuals’ self-efficacy belief in their ability to handle a highly demanding
assignment determined by previous positive experience in similar tasks and the existence of a supportive social and emotional
environment. The SRLT model highlights the interrelationships between the cognitive, metacognitive and motivational aspects
of learning, problem-solving and invention. For example, teaching students problem-solving strategies could help them accomplish
a task, improve their ability to monitor their own thinking and reflect on their learning, and enhance their self-efficacy
beliefs about problem-solving and creativity. The teachers’ role in promoting SRLT education and directions for further research
are also discussed. 相似文献
15.
Students involved in holistic technological practice need to develop an understanding of technological practice outside the
classroom and to participate in tasks set as close as practicable to actual technological practice. This paper investigates
the context of assessment and its relationship to achievement and the importance of teacher knowledge to student technological
practice. I argue that ‘out of context’ assessment tasks do not give an accurate indication of achievement levels of the children
assessed. Introduced is the Model of Student Technological Practice, which identifies four constraints that influence student
technological practice. A significant factor is teacher knowledge, as it impacts greatly on the quality of feedback given
to students by their teachers. Timely teacher intervention and formative assessment feedback will alter student technological
practice and should improve the students’ likelihood of developing successful outcomes. 相似文献
16.
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
17.
Mubarak K. Al Salami Carole J. Makela Michael A. de Miranda 《International Journal of Technology and Design Education》2017,27(1):63-88
Integrating engineering and technology concepts into K-12 science and math curricula through engineering design project-based learning has been found to increase students’ interest in science, technology, engineering, and mathematics (STEM), however preparing teachers to shift to interdisciplinary teaching remains a significant challenge. Primarily teachers need to develop both skills and attitudes toward interdisciplinary teaching. In doing so, professional development (PD) is considered a key component in helping teachers through this transformation process. In an educational environment of accountability, measuring the effects of PD programs on teacher behaviors and capacity is essential but often elusive. The current study describes the change in attitudes to interdisciplinary teaching of 29 self-selected middle and high school teachers who participated a PD workshop and in delivering a 12–15 week interdisciplinary teaching and design problem unit that spanned multiple STEM subjects. This quasi-experimental pilot study implemented a single group pretest–posttest design using survey methods to collect data from the participants at two intervals; at the time of the PD workshop and at the completion of the teaching unit that emphasized a long-term engineering design problem. The goals of this research are to (1) assess the changes in attitudes to interdisciplinary teaching, attitudes to teamwork, teaching satisfaction, and resistance to change, (2) explore relationships among these changes, (3) and describe the variation in these changes across teachers’ gender, school level, discipline taught, and education level. 相似文献
18.
Jari Lavonen Veijo Meisalo Matti Lattu 《International Journal of Technology and Design Education》2002,12(2):139-160
We have investigated collaborative problem solving in a teaching experiment, which was organised for 34 eighth-grade pupils
in a control technology learning environment. The participating teacher was trained by us and pupils had available kits, interfaces
and computers equipped with a novel icon oriented programming tool, Empirica Control. Pupil activities were video recorded and the analysis proceeded through writing video protocols, edited into episodes and
then classified into categories. Categories were mainly derived empirically. In the analysis, we used concepts such as collaboration
and problem solving, in accordance with social constructivism. The data showed that typical learning processes were collaborative
(62% of all episodes) as well as dynamic problem-solving processes, in several stages. Pupils worked quite independently of
the teacher, as they learned to use the programming tool autonomously in their technology projects. It appears, however, that
more teacher support, such as introducing handbooks, planning tools and advanced programming skills, would have been an advantage.
Some ideas about further development of study processes in modern learning environments are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
Maria Jakovljevic Piet Ankiewicz 《International Journal of Technology and Design Education》2016,26(2):225-242
Real issues of web design and development include many problem-solving tasks. There are, however, some inadequacies associated with the implementation of appropriate pedagogy for organised and structured instruction that supports the rational problem-solving paradigm. The purpose of this article is to report on a study for the design and implementation of an Instructional Web Design Programme (IWDP) with methodology-specific guidelines in an information systems design context. A second purpose is to discuss the pedagogy developed within the IWDP and its effects on promoting technological problem solving of learners in the project-based classroom. A qualitative, action-research approach was the basis for this study. The sample consisted of 17 learners at an institution of higher education. The researchers used a focus group interview, journals and essays to observe learners’ behaviour, to analyse their project designs and to assess their opinions and experiences with regard to the IWDP. An organised and structured instructional environment within the IWDP helped the teacher to promote technological problem solving. The teacher and learners acknowledged the components of the programme (for example, assessment criteria, range statements, performance indicators, pre-defined learner tasks and activities) in the project-based classroom. Practical and cognitive apprenticeship and experiential and situated learning were used to accommodate the problem-solving needs of learners. Learners indicated a need for a variety of tools and expert guidance in a peer-based collaborative learning environment. 相似文献
20.
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