Promoting Girls' Interest in Technology through Technology Education: A Research Study

The article summarises the design and outcome of an inquiry into the promotion of interest in technology by technology education. The reason for the present study is the low proportion of women in technical occupations, studies or subjects. Such a marked gender difference leads to different ways of life which discriminate against women. It is necessary, therefore, to search for the underlying causes and to take measures in order to support technological activities. The aim of the German study was to determine differences in the interests of girls and boys in technology and to support interest more widely in technology by technology education. The study was conducted in a class in the third year of elementary education. At first, differences between girls and boys in the intensity and gearing of interest in technology were determined by a survey. After exposure of a `treatment Group' to technology education, the effects of such education were established by mean of a second survey. The results of the first and second survey were compared. The results show that the interests of girls and boys were aroused by technology education. Furthermore, gender differences are reduced significantly. The findings of this study suggest that it is essential to intensify technology education in elementary school because it is the earliest opportunity for curriculum intervention. This revised version was published online in July 2006 with corrections to the Cover Date.     

Developing the Teaching of Food Technology in Primary Schools in England through Curriculum Development and Initial Teacher Education

This paper investigates developments in the teaching of food technology introduced as an element of design & technology in the 1990 National Curriculum for Technology in the English primary curriculum for children aged five to eleven years. It reviews briefly the situation for food teaching before 1990 and identifies a number of relevant issues. This is followed by an overview of developments in food technology in primary schools between 1992 and 2001, highlighting the need for primary teachers and trainee teachers on initial teacher education courses to develop an understanding of how to teach food technology in their schools. The development of teaching materials through the Nuffield Approach to food technology in primary schools is outlined together with a case study of the use of the materials in initial teacher education at the University of Surrey Roehampton. The paper describes the uptake of Nuffield Primary food technology materials as measured by down loads from the Nuffield Primary Design & Technology web site. Alongside this, there are reflections of primary trainee teachers on the impact of using the Nuffield food technology materials on their classroom practice during school experience. It concludes with a discussion of the key issues arising from the paper and suggestions for future research. This revised version was published online in July 2006 with corrections to the Cover Date.     

Towards a Model for Teacher Development in Technology Education: From Research to Practice

This paper reports on a series of interventions in New Zealand schools in order to enhance the teaching of, and learning in, technology as a new learning area. It details the way in which researchers worked with teachers to introduce technological activities into the classroom, the teachers' reflections on this process and the subsequent development of activities. These activities were undertaken in 14 classrooms (8 primary and 6 secondary).The research took into account past experiences of school-based teacher development and recommendations related to teacher change. Extensive use was made of case-studies from earlier phases of the research, and of the draft technology curriculum, in order to develop teachers' concepts of technology and technology education. Teachers then worked from these concepts to develop technological activities and classroom strategies. The paper also introduces a model that outlines factors contributing to school technological literacy, and suggests that teacher development models will need to allow teachers to develop technological knowledge and an understanding of technological practice, as well as concepts of technology and technology education, if they are to become effective in the teaching of technology.     

The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education

It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features     

Customer engagement through omnichannel retailing: The effects of channel integration quality

While many retailers have turned to omnichannel retailing to remain competitive, engaging customers across channels has become one of the biggest challenges they face. Drawing on social exchange theory, we proposed and tested a research model of customer engagement in the context of omnichannel retailing. Structural equation modeling was employed to test the research model with customers of two emerging omnichannel retailers, Apple (n = 269) and Kroger (n = 221). The results showed that channel integration quality dimensions (including breadth of channel-service choice, transparency of channel-service configuration, content consistency, and process consistency) positively influenced customer engagement which in turn led to positive word-of-mouth and repurchase intention. The research model was examined using both high-involvement products (e.g., Apple) and low-involvement products (e.g., Kroger) despite the varying effects of channel integration quality on customer engagement. This study adds to the growing body of knowledge on customer engagement vis-à-vis omnichannel retailing and provides retailers with actionable insights into engaging customers across channels.     

利用信息化手段形成科研生产“一本计划”管理

<正>20世纪90年代以来,随着信息技术的不断发展和深入应用,提高了效率,方便了管理,改变了生产生活方式。如何有效地利用信息技术服务于军工产品研制过程管理,成为各军工企业关注的重点。为适应新形势的需要,2004年,中国     

Reflecting on Teacher Development in Technology Education: Implications for Future Programmes

This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education. The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research. This revised version was published online in August 2006 with corrections to the Cover Date.     

Science and Technology as Social Relations Towards a Philosophy of Technology for Liberal Education

This paper raises the question of the philosophical base of a liberal technology education, assuming that it cannot be provided simply by an engineer's perspective. It therefore reconstructs known ideas about technology in terms of the social relationships inherent in the development, gestalt and use of technical artifacts. The outcomes of this reconstruction are perceptual relationships in the phenomenology of technology, power relationships in critical theory, and artifact-designer relationships in social constructivism. Based on these outcomes, the paper suggests a series of questions for reconstructing the cultural meaning of technology and a structural model that shows how meaning is generated through a variety of social relationships. The final section deals with the educational implications of this approach. These include a shift from teaching content matter isolated from social considerations towards a dialectic engagement with the social and technical dimensions of technological activity in order to make technology education meaningful for all students.     

人力资本投资理论研究

人力资本思想起源于对人的经济价值的研究,人力资本概念被正式纳入主流经济学,标志着人力资本理论的形成。随着知识经济时代的来临,人力资本将成为未来经济发展的发动机。     

The Grounding of a Discipline: Cognition and Instruction in Technology Education

Technology education has long struggled to establish itself as an equal partner in general education and often struggled to gain recognition for the value of its instruction. Frequently technology educators tout the effectiveness of their programs based on anecdotal evidence gathered from their classroom experiences on how their instructional methods empower students to learn. Although technology education originated without any meaningful input from cognitive science research, it appears that technology education instruction methods are remarkably consonant with findings from cognitive science that define good instruction. Specifically, there is considerable accord between how instruction in technology education and cognitively based instructional models such as collaborative learning, socially distributed expertise, design/engineering, and project-based instruction can be connected. The role of the cognitive research findings on instruction could inform a long over-due theoretical grounding of instruction in technology education. The absence of research on learning and instruction in technology education could be attributed to a lack of theoretical grounding in this relatively new field. This paper examines four cognitively based models of instruction and reviews the relationships between research in the cognitive sciences on learning and instruction in technology education. The consonance between the research recommendations from the cognitive sciences and practice in technology education instruction could serve to stimulate debate on the theoretical grounding of an emerging field of study.     

The Development of a National Curriculum in Technology for New Zealand

New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.     

How public policy can stimulate the capabilities of firms to innovate in a traditional industry through academic engagement: the case of the Swedish food industry

This paper shows how public policy can stimulate innovation in low- and medium-technology industries, by connecting firms and universities through collaborative scientific research. A conceptual framework proposes that collaborative research between universities and firms may result in tangible innovative outcomes, such as new or improved products or processes, and intangible outcomes that strengthen firms’ internal capabilities and thereby indirectly increase their innovativeness. Findings are presented from a case study of a Swedish public policy stimulating the development of firm capabilities for innovation, through collaborative research projects connecting universities and firms in the food industry between 1998 and 2006. In line with the conceptual framework, the analysis distinguishes between (i) direct outcomes, such as new products; and (ii) indirect outcomes in the form of the development of firms’ capabilities to innovate. Based on this analysis, the initial conceptual framework is expanded to indicate how policy can stimulate the development of firms’ capabilities.     

服装工艺模板结构设计原理与制作

服装模板缝制技术目前在服装生产流程有着比较重要的作用,其模板工艺的成败直接关系到产品质量的整体水平,传统的车工工艺需要较长的时间在实践中获得技艺的提升,工艺模板对于传统的缝制工艺是一种创新和改进。可以起到节约成本、提高生产效率、提高产品质量的作用。     

产业生态化研究综述

产业生态化是构建高效利用资源、降低环境污染的产业系统,实现经济可持续发 展,建设生态文明的有效途径。本文从产业生态化的内涵、产业生态系统、产业生态化途径、产业生态化特征及评价标准、产业生态化与企业竞争力5个方面进行文献梳理,研究表明关于产业生态 化理论研究、基于产业自身规律研究产业生态化、产业生态化机制以及关于产业生态化定量研究４个方面有待丰富与完善。     

企业理论的演进逻辑及其发展方向

现代企业理论强调资本所有权(产权)的决定作用,因而企业治理遵循“资本雇佣劳动”的逻辑。但这一逻辑越来越受到理论和实践两方面的挑战,客观上需要一个替代的企业理论。实际上,一些新的“资本”范畴的提出,预示着新的企业理论的发展方向。纵观企业理论发展的历史,我们发现有其自身发展规律:物质资本的所有权决定论—资本所有权逻辑的否定—资本所有权逻辑的回归。这是一个完整的“否定之否定”的过程。企业理论的这一发展规律从企业理论中“市场”与“生产”的关系看,理论重心经历了“市场交易合约”到“生产中的资源”,再到“市场交易与生产结合”的过程。企业理论发展逻辑的最后一个环节尚处于萌芽之中,需要我们加以深入研究。     

Issues of Learning and Knowledge in Technology Education

This article examines issues that arise from learning and knowledge in technology education. The issues examined are, first, the definition of technological knowledge and what the nature of that knowledge should be, where the concern is with how we define and think about that knowledge, especially in the context of how students learn and use knowledge in technology education. Second, the relationship between learning and knowledge in particular the inter-relationship between learning and knowledge, focusing on a situated view of learning. The third issue sees learning related to the context within which the learning takes place.This paper will explore these three inter-related issues in four sections. First, an outline of a view of learning that privileges context. Second, there will be a consideration of types of knowledge, namely, procedural and conceptual knowledge. These two types will be elaborated upon through research done at the Open University, particularly on problem solving and design. In discussing conceptual knowledge empirical work in mathematics and science education will be drawn on, along with work on the use of mathematics and science in technology education. Third, it will be argued that qualitative knowledge should become a part of teaching and learning in technology education because it both reflects a view of knowledge stemming from situated learning, and the tasks of technology. The article will end with a research agenda for what we have yet to understand, drawing on the earlier arguments.     

金融危机理论沿革及新发展

金融是现代经济的核心,金融部门的风险和不稳定性因素可能极大地影响实体经济的运行,因此,正确评估一国所面临的金融风险成为维护一国金融体系稳定的重要内容。在学术界,金融危机（稳定性）理论已经过了强调“基础经济变量”的第一代模型、强调“心理因素”和“预期自致型危机”的第二代模型和对国家资产负债状况进行总体分析的第三代模型的衍变过程。资产负债分析是第三代理论研究模型的核心,但由于统计资料的局限性,这一分析方法在我国的应用还受到诸多限制。