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1.
Esa-Matti Jarvinen Jouni Hintikka Arto Karsikas 《International Journal of Technology and Design Education》2008,18(3):265-273
The Finnish case contributing to the international DEPTH study was carried out within the Technology Education NOW! project at the University of Oulu. Nineteen project teachers participated in the study. The recent revision of the Finnish
Basic Education Curriculum with the introduction of the cross-curricular theme “Humans and Technology” provided the contextual
framework for the study. The graphic tool called the ‘DEPTH tool’ was introduced to the teachers to help and support them
in their professional thinking of their technology teaching in this period of transition. Qualitative research methods were
employed in the study. The teachers’ responses to the study indicate that it was appropriate and helped them to make sense
of the situation. The DEPTH tool appeared to work well with most of the teachers. Even though some of the teachers used the
tool to present a list of activities they have carried out in their technology teaching, most of them understood that they
could use the tool in a deeper way to enhance their professional reflection. Five categories of teachers emerged from the
data. The categories indicate different aspects and levels of teachers’ professional reflection, especially in relation to
curriculum revision and the cross-curricular theme Humans and Technology. Interestingly, some of the teachers who showed a
thoughtful level of reflection did not pay very much attention to the revised curriculum. 相似文献
2.
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
3.
Nick Given David Barlex 《International Journal of Technology and Design Education》2001,11(2):137-161
This paper discusses the ways in which teachers exploited a set of curriculum materials published as a vehicle for curriculum
innovation, and the relationship between chosen modes of exploitation and teachers’ own perceptions of how the materials had
’added value’ to their teaching. The materials in question were developed by the Nuffield Design and Technology Project (’the
Project’) to offer a pedagogy appropriate to the statutory curriculum for secondary school design and technology education
in England and Wales (DFE/WO 1995). The Project had sought both to inform the statutory curriculum, and respond to its requirements.
An earlier case study (Givens 1997) laid the foundations for the survey that is reported here. This paper focuses on the teaching
of pupils aged 11–14. It finds that while most teachers made at least some use of all the various components of the publications,
they were selective. While the Study Guide, which carries out a meta-cognitive dialogue with pupils, was generally underused,
those teachers who did use it perceived greater value added by the materials as a whole to the quality of pupils’ work, their
effectiveness in design and technology and their autonomy.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
P. John Williams 《International Journal of Technology and Design Education》2008,18(3):275-284
This study illustrates the use of the DEPTH model in the development of professional development for secondary teachers of
Engineering. In the school context of Western Australia, Engineering is a new upper school subject which will be taught by
Design and Technology teachers, the majority of whom have neither taught at this level before, nor taught Engineering content.
The multidimensionality of the DEPTH model was particularly appropriate in identifying the range of felt needs of these teachers
to address the new curriculum in Engineering. 相似文献
5.
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
6.
Steve Turner 《International Journal of Technology and Design Education》2009,19(2):221-235
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. 相似文献
7.
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
8.
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
9.
Piet Ankiewicz Susan van Rensburg Chris Myburgh 《International Journal of Technology and Design Education》2001,11(2):93-109
Various instruments measuring either technological literacy or pupils’ attitudes towards technology are available. Recent
research has emphasised that these instruments have not been validated for the South African context, yielded invalid and
unreliable data for this specific context, and should therefore be adapted (Ankiewicz, Myburgh & Van Rensburg, 1996; Van Rensburg,
Ankiewicz & Myburgh, 1996a, 1996b, 1999).
The concept technology profile refers to learners’ knowledge and understanding of technology, their awareness of it, their values and attitudes towards
technology, and their technological capability. It also refers to the extent to which these aspects have become part of the
learners’ personality, beliefs, perceptions and behaviour. At the PATT (South Africa) Conference, held during October 1996,
the developments regarding the design of an Attitudinal Technology Profile (ATP) questionnaire to evaluate the effects of
curricula on the technology profile of learners in South African schools, were reported. At the time of the conference, the ATP questionnaire still had to be
applied in order to establish its reliability and validity (Ankiewicz et al., 1996, p. 90). This article reports on this application
of the ATP questionnaire.
A quantitative pilot study was undertaken among 439 South African learners in Grades 9 and 10 in the Gauteng Province in the
Johannesburg/Soweto area to determine their attitudinal technology profile. Differences among the learners with regard to their exposure to Technology Education, as well as gender differences, were
also investigated. The conclusion is that the ATP questionnaire provides more reliable and valid results than its western
counterpart that have been applied in South Africa.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
Drawing Out Ideas: Graphicacy and Young Children 总被引:1,自引:0,他引:1
Angela Anning 《International Journal of Technology and Design Education》1997,7(3):219-239
Drawing offers a powerful mode for representing and clarifying one‘s own thinking and for communicating ideas to others. Young
children instinctively use drawing in the same exploratory way that designers use sketching to ’converse with themselves‘
when generating ideas. The two distinctive traditions of drawing in Technology and Fine Art are replicated in the Design and
Technology and Art and Design curricula in England and Wales. However, because we lack research evidence about (i) the processes
by which children develop drawing capability and (ii) the effects of school culture and pedagogy on the development of children‘s
drawing capability, teachers are confused about how to teach drawing and unsure about the role of graphicacy in promoting
children‘s learning in both subjects. In this article the particular dilemmas of teaching design drawing to young children
will be discussed. A research agenda for the teaching and learning of drawing in primary schools will be outlined.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
11.
12.
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
13.
David Spendlove Matthew Hopper 《International Journal of Technology and Design Education》2006,16(2):177-191
The paper examines the extent to which a University undergraduate curriculum initiative provided initial teacher trainees
with opportunities to challenge orthodox design methodologies through the production of an electronic portfolio within and
extended design and technology activity. It was found that the ‘electronic portfolio’ served primarily as a developmental
tool for promoting creative continuity and sound, reflective, design practice within a structured educational design challenge.
The portfolio also provided a focus for the development of ‘e’ learning skills as it facilitated the use of new technologies
in the compilation of the portfolio. Additionally, the portfolio provided trainees with a means by which they were able to
demonstrate their capability to prospective employers. The use of the ‘electronic portfolio’ challenges current orthodoxy
and methods routinely employed to present and assess trainees’ creative work, which have been shown to constrain innovative
practice. The paper concludes that the use of the ‘electronic’ portfolio was successful in facilitating trainees’ engagement
with a creative Design and Technology process. 相似文献
14.
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
15.
Piet Ankiewicz Estelle De Swardt Marc De Vries 《International Journal of Technology and Design Education》2006,16(2):117-141
Technology is frequently considered in terms of its impact on entities outside its essential nature: as the impact of technology
on the environment and society, but also the impact of human values and needs on technology. By taking particular social implications
of technology into account, the Science–Technology relationship can be extended to the field of Science, Technology and Society
(STS) studies. STS studies are grounded in socio-technological understanding, that is, systematic knowledge of the mutual
relationship between technical objects, the natural environment and social practice. Because technology is a key element of
STS, it is expected that the philosophy of technology will have implications for STS studies. The dynamic nature of technology
as such leaves its own philosophy in a tentative or flexible state. However, the implications of the philosophy of technology,
being in a development phase at the moment with changes in emphasis occuring, for STS studies ought to be determined continuously.
The aim of the article is to identify and discuss possible implications of the the philosophy of technology for STS. In order
to deduce these implications, the relevant theoretical framework underpinning the article will be discussed in broad outlines.
Seeing that the philosophy of technology is such a wide field a delineation of the field needs to be done. Mitcham’s proposed
preliminary framework is taken as point of departure for the article. Technology as knowledge (epistemology/theory of knowledge)
and technology as activity (design methodology) will be discussed as two key aspects of the modern philosophy of technology
which could provide implications for STS. A theory of knowledge usually includes methodology, but seeing that Mitcham classified
methodology as one of the modes in which technology is manifested, it is dealt with separately. The epistemology and methodology
of technology will each be discussed from a philosophical, historical and practice-based methodological perspective. Some
implications of the philosophy for STS are identified and discussed. 相似文献
16.
The shortcomings of the technological literacy metaphor are reviewed. The lack of an agreed meaning for this concept reflects a widespread perplexity about how the study of technology should be incorporated into general education. The paper considers how the study of literature and history might contribute to an understanding of technology and posits a framework which permits the study of the made world to be incorporated within a humanistic educational scheme. It is suggested that the historical study of technologies of literacy could play a significant role in curricular integration.Based on a Plenary Address to the second Domains of Literacy Conference:Literacies for a Productive Future Institute of Education London 1/9/94Michael Barnett has been, since 1992, Professor of Technology and Education at the Institute of Education in London University. Prior to that he was Reader in Physics at Imperial College London. His main scholarly activities are concerned with the history, philosophy and sociology of technology and their bearing on educational practice. He has established an MA programme in Technology and Education which reflects these concerns. 相似文献
17.
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
18.
Susan van Rensburg Piet Ankiewicz Chris Myburgh 《International Journal of Technology and Design Education》1999,9(2):137-151
The PATT (Pupils’ Attitude Towards Technology) questionnaire, as validated for the USA, was used to assess and analyse South
African learners’ attitudes towards technology. The responses of 500 girls and 510 boys, from the Gauteng Province in South
Africa, were analysed using a principal component and a principal factor analysis. The explained variance was rather low and
indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive
in that there were no significant differences regarding the gender attitudes that ‘technology should be for all’ and that
‘technology makes contributions to society’. The fact that girls have a stronger gender discrimination view related to themselves
regarding technology needs to be addressed in future curriculum development issues.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
Ian Spurway Ginns Stephen J. Norton Campbell J. McRobbie Robert S. Davis 《International Journal of Technology and Design Education》2007,17(2):197-215
Teachers’ informed acceptance of challenges associated with teaching technology might ensure the successful implementation
of a Technology syllabus in primary schools. They must be prepared to analyse their own understandings of technology concepts
and processes, teaching and resource needs, and engage in professional development activities designed to meet their needs.
This paper investigates the introduction of a new Technology syllabus into a school and draws on a number of data sources,
for example, surveys, interviews with individual teachers, classroom observations, and field notes. It was evident that very
specific personal and classroom related issues (e.g., content and pedagogy), and broader issues related to the school and
wider communities (e.g., resources and networking), impacted on teachers’ acceptance of the syllabus. Based on these findings,
the influence of 20 years of technology education and associated research on the essentials of classroom syllabus implementation
by teachers is evaluated. Ways of making this store of knowledge and expertise more meaningful and accessible for teachers
are explored. 相似文献
20.
Dan Davies Chris Collier Alan Howe 《International Journal of Technology and Design Education》2012,22(2):247-263
This article reports on the outcomes from the e-scape Primary Scientific and Technological Understanding Assessment Project (2009–2010), which aimed to support primary teachers in developing valid portfolio-based tasks to assess pupils’ scientific
and technological enquiry skills at age 11. This was part of the wider ‘e-scape’ project (2003-present), which has developed
an innovative controlled alternative to design & technology and science public assessment at age 16. Teachers from eight primary
schools were trained in the use of an online task-authoring tool to develop and trial assessment activities based on current
classroom work. To compile their e-portfolios of assessment evidence, pupils used netbook devices, which afford multi-modal
responses (text, drawing, photo, audio, video, spreadsheet) whilst leaving space on pupils’ tables for practical investigations.
Once the pupil e-portfolios had been uploaded to the secure e-scape website, teachers assessed them using a ‘comparative judgement’
approach to produce a rank order with a high reliability coefficient. Participant teachers recognised the strength of the
e-scape approach in terms of facilitating and managing pupils’ responses to assessment tasks in the classroom, which they
successfully adapted to suit primary pedagogy. In particular, the benefits of scaffolding complex assessment tasks through
the step-wise e-scape process in the authoring tool represented for some of the teachers a pedagogically significant development
in terms of their planning. 相似文献