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1.
A. A. Mc Glashan A. W. J. Wells 《International Journal of Technology and Design Education》2013,23(4):939-952
This paper presents the findings of a longitudinal study on the effectiveness of an innovative one-year pre-service Graduate Diploma of Teaching (secondary) for teachers of Technology. The timing of this study is significant. Over a decade of review and adjustment to the Technology curriculum, leading to the new learning area of Technology in the New Zealand curriculum, Ministry of Education (2007), has caused many teachers in New Zealand schools to retrench to an earlier approach or make their own interpretation of curricular requirements. This situation in schools created the need for those involved with pre-service teacher education to prepare programmes that signpost pitfalls while building on students’ own strengths and those of the curriculum to cope with the wide variety of interpretation and pedagogical approach of school communities. This paper suggests a way forward. 相似文献
2.
Ahmet Fatih Karakaya Burcu Şenyapılı 《International Journal of Technology and Design Education》2008,18(1):101-117
This study argues that the shift towards a more multidisciplinary professional life in contemporary design practice requires
design curricula to equip students with collaborative skills. The study offers that by the aid of web-based collaborative
learning (WBCL) in design education, different disciplines may be brought together during their education. A case study is
held as a rehearsal of professional life; involving architecture and interior architecture students collaborating on a common
project, using WBCL. The evaluations of the participating students about the process were analyzed. The findings convey that
there is a mutual problem of recognition of professional domains. In order to diagnose and possibly reconcile tensions that
may occur due to this problem in professional life, this paper asserts that integrating interdisciplinary work to the design
curricula would be beneficial. 相似文献
3.
Jonas Hallström Magnus Hultén Daniel Lövheim 《International Journal of Technology and Design Education》2014,24(2):121-139
Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science. 相似文献
4.
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. 相似文献
5.
Problem Solving in Real-Life Contexts: An Alternative for Design in Technology Education 总被引:1,自引:0,他引:1
Ann Marie Hill 《International Journal of Technology and Design Education》1998,8(3):203-220
This article focuses on one way to study technology, through technological problem solving situated in real-life contexts.
In problem solving for real-life contexts, design processes are seen as creative, dynamic and iterative processes that engage
exploration; join conceptual and procedural knowledge-both thought and action; and can encourage considerations to technology,
human and environmental interactions. This approach is a demarcation from what is typically found in schools; design, make
and appraise cycles based on closed design briefs that are teacher assigned and unrelated to the students' world. An interpretation
of technology education as problem solving for real-life contexts using design processes as tools for creation and exploration
offers an alternative approach to design in technology education. Alternative curriculum and instruction then emerge. Elementary
and secondary school programs in technology education and teacher education can all be seen through this kind of design lens.
Episodes from case studies are reported with the intent to briefly describe technology education programs in elementary and
secondary schools that interpret technology education in this way. Educational implications of this approach are offered.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
6.
David Barlex Marion Rutland 《International Journal of Technology and Design Education》2003,13(2):171-192
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. 相似文献
7.
Sergio L. Toral Marìn Rocìo Martìneztorres Federico J. Barrero Garcìa Sergio Gallardo Vázquez Enrique Vargas Vicente González Ayala 《International Journal of Technology and Design Education》2006,16(3):237-252
Nowadays the European Universities are worried about how to adapt higher education to the new European Higher Education Area,
as proposed in the Bologna Magna Charta Universitatum of 1998, and signed by 32 European Education Ministers. One of the key
points in this higher education reform was the introduction of new Master’s level curricula. These Masters will look for the
professional specialization and they will have to be adapted to the specific skills demanded by the society. This paper presents
the results from a cooperation project – funded by the AECI (International Cooperation Spanish Agency) and developed between
the University of Seville (Spain) and the Catholic University of Asuncion (Paraguay) – by about the planning of a new master’s
level curriculum in digital signal processing (DSP) area, taking into account the Bologna principles and the conclusions obtained
by the Career Space Consortium. A scientific method from social science, known as concept mapping techniques, was used to
perform this planning. Basically, the idea of concept mapping consists of compiling the opinion from actors belonging to different
environments (lecturers, researchers, workers, businessmen, etc.) related to DSP applications. The compiled data were statistically
computed to cluster the opinions of the different agents. The result will be a master’s level curricula adapted to the environment
requirements and the social settings. 相似文献
8.
P. John Williams Juan Iglesias Moshe Barak 《International Journal of Technology and Design Education》2008,18(4):319-335
An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering,
community health), and they may have a corresponding variety of educational objectives. However, they all have in common the
use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained
phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in
many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been
identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL
offers a number of relevant features to technology education and it is because of these that the project outlined in this
paper has been developed. 相似文献
9.
Leena Turja Martina Endepohls-Ulpe Marjolaine Chatoney 《International Journal of Technology and Design Education》2009,19(4):353-365
The purpose of this article is to provide an overview of the analysis of the Early Childhood Education (ECE) curriculum in
six countries involved in the UPDATE-project, and on that basis, propose a conceptual foundation for technology education
in ECE that aims to enhance gender sensitive technology education in the continuum from early years to adulthood. The existing
ECE curricula in the participating countries were analysed according to the general pedagogical approach as well as the contents
specific to technology education. In many cases technology education was presented generally or implicitly, embedded in various
curriculum content areas, and the existing curricula did not offer much support for teachers to figure out the nature, aims
and pedagogical means of early childhood technology education. The comparison of the curricula raised some common key-issues
which are important to construe more theoretically. In consequence, the article also focuses on the contemporary view of child-centred
pedagogy and the conceptualisation of technology education fitting into the scope of ECE. Play is highlighted as a fundamental
way of learning seldom studied in the context of technology education. In addition, a gender perspective on technology education
deals with equal possibilities of both sexes to acquire knowledge, abilities and attitudes needed in technological agency. 相似文献
10.
《Food Policy》2016
This paper has a threefold objective. First, it provides a comprehensive review of different approaches to analysing food security. Second, it highlights the added value provided by the capability approach and the human development paradigm. Third, it proposes a methodology to assess food security through this approach. Our proposal entails three basic steps: (1) analysis of food entitlements; (2) analysis of nutritional capabilities and (3) analysis of the capability to be food secure. In this way, we can move beyond income, entitlement or livelihood related frameworks, and identify the root causes of food insecurity. Food insecurity can be the result of a lack of education, health or other basic capabilities that constitute people’s wellbeing. This, therefore, allows situating the study within the broader area of wellbeing and development. 相似文献
11.
This research project aimed to analyse and clarify the impact of the formation of the Technological and Applied Studies (TAS) Key Learning Area (KLA) on school organisation, teachers and teaching method. It further aimed to examine the implications of this change for pre-service teacher education programs. In 1989 the NSW government White paper on curriculum reform mandated the restructuring of primary and secondary schooling. As a part of this restructuring the subjects that had been traditionally taught under the Home Economics and Industrial Arts departments, together with agriculture and computing studies were brought together under the TAS KLA. The government also mandated that every secondary school student would be required to study technology through a newly developed syllabusDesign and Technology Years 7–10. These changes have had significant implications for the organisation and delivery of technology curriculum in secondary schools and there are consequent implications for the provision of teacher education in the field of technology.Ms. Y. McDonald is currently the program director and practicum co-ordinator of the undergraduate bachelor of education secondary home economics: design, technology and health studies program in the Faculty of Education at Sydney University.Mr. J. Gibson is currently the program director and practicum co-ordinator of the undergraduate bachelor of education secondary industrial arts: design and technology program in the Faculty of Education at Sydney University. He has had extensive experience in curriculum development in the technology area through his membership of syllabus committees and the Technological and Applied Studies Key Learning Area Co-ordinating Committee of the NSW Board of Studies. 相似文献
12.
Vanwyk Khobidi Chikasanda Kathrin Otrel-Cass Alister Jones 《International Journal of Technology and Design Education》2011,21(3):363-379
Internationally there has been concern about the direction of technical education and how it is positioned in schools. This
has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there
has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve
this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education
in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find
out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers
view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge.
It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization
policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking
skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical
education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy
were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about
the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced
by contextual factors which may have implications on reforms towards broader notions of technology education. 相似文献
13.
《Food Policy》2019
Food waste prevention has become an issue of international concern, with Sustainable Development Goal 12.3 aiming to halve per capita global food waste at the retail and consumer levels by 2030. However there is no review that has considered the effectiveness of interventions aimed at preventing food waste in the consumption stages of the food system. This significant gap, if filled, could help support those working to reduce food waste in the developed world, providing knowledge of what interventions are specifically effective at preventing food waste.This paper fills this gap, identifying and summarizing food-waste prevention interventions at the consumption/consumer stage of the supply chain via a rapid review of global academic literature from 2006 to 2017.We identify 17 applied interventions that claim to have achieved food waste reductions. Of these, 13 quantified food waste reductions. Interventions that changed the size or type of plates were shown to be effective (up to 57% food waste reduction) in hospitality environments. Changing nutritional guidelines in schools were reported to reduce vegetable waste by up to 28%, indicating that healthy diets can be part of food waste reduction strategies. Information campaigns were also shown to be effective with up to 28% food waste reduction in a small sample size intervention.Cooking classes, fridge cameras, food sharing apps, advertising and information sharing were all reported as being effective but with little or no robust evidence provided. This is worrying as all these methods are now being proposed as approaches to reduce food waste and, except for a few studies, there is no reproducible quantified evidence to assure credibility or success. To strengthen current results, a greater number of longitudinal and larger sample size intervention studies are required. To inform future intervention studies, this paper proposes a standardised guideline, which consists of: (1) intervention design; (2) monitoring and measurement; (3) moderation and mediation; (4) reporting; (5) systemic effects.Given the importance of food-waste reduction, the findings of this review highlight a significant evidence gap, meaning that it is difficult to make evidence-based decisions to prevent or reduce consumption-stage food waste in a cost-effective manner. 相似文献
14.
Onder Erkarslan Nazife A. Kaya Ozgün Dilek 《International Journal of Technology and Design Education》2013,23(1):129-145
Although the term “industrial designer” is a well known title, the understanding of industrial design as a profession is still unclear, as evidenced by its application in the sector. In light of this, schools of industrial design should, despite the immense contributions to the sector made by their past graduates, continuously revise their curricula and review their deficiencies to provide a better correlation between their graduates and the needs of the industry. The aim of this study is to ascertain the role of the industrial designer from the perspective of industry by analyzing the specifications stated in job adverts for the recruitment of industrial designers. This study was conducted in three phases. In the first phase, an in-depth literature review was completed. The second phase was dedicated to the identification of the industrial designer in terms of education institutions, and to realize this, the curricula and course contents of industrial design undergraduate programs selected from ten universities in Turkey were analyzed. The third phase was directed towards identifying the profile of the industrial designer from the perspective of industry. Thus, the analyses were made through an investigation of the job opportunities available in the industrial design profession announced in seven major job search websites during the last 4 months of 2009. The results of this study are crucial for all parties involved as they help to satisfy the recruitment expectations of industrial design education, the industry, and the graduates. 相似文献
15.
John Butcher Friedemann Schaber 《International Journal of Technology and Design Education》2013,23(3):567-579
This article reports research into undergraduate design learning through an off-campus partnership. The Sorrell Foundation’s Joinedupdesign for Academies programme involved partnerships between university design departments, ‘failing’ 11–18 schools and professional designers, in the context of a funding commitment to rebuild/renew school buildings in the UK, and an ideological commitment to remodel schools as ‘Academies’. We investigated the impact on 12 undergraduate Design students’ learning as they partnered pupils at two secondary schools in a live regeneration project, following both schools’ redesign/relaunch as ‘Academies’. Using a mixed methods case study approach, we report the acquisition of a wide range of employability skills, vital for professional designers, through an innovative learning model in which pupils act as clients. In terms of design education, these partnerships provided a rare and authentic exposure to the complex demands of publicly-funded work for undergraduate design students, and as such offer a new and potentially interesting model for experiential design education, which bridges campus and off-campus learning. 相似文献
16.
17.
Francois van As 《International Journal of Technology and Design Education》2018,28(2):417-430
With the introduction of a new school curriculum in South Africa in 1998, Technology as a school subject was introduced for the first time. Implementation by the National Department of Education took place over a very short time frame allowing very little time for adequate training of technology teachers by the provincial departments of education. Teachers were expected to implement technology in schools without being adequately trained. They needed to develop their professional knowledge which comprises school knowledge, subject knowledge and pedagogical knowledge. This could mainly be done through continuing professional teacher development (CPTD). To address the lack of CPTD opportunities and to develop these teachers’ professional knowledge, the Unit for Technology Education at a university in South Africa established a Community of Practice (CoP) as a strategy to develop teachers’ professional knowledge in Civil Technology. However, after a number of CoP workshops, and although these CoPs have been designed to serve as a tool for CPTD, we do not know to what extent it succeeds in developing teachers’ professional knowledge. The purpose of this article is to determine to what extent the CoP succeeded in developing teachers’ professional knowledge. A qualitative study was conducted. Data were collected through the observation of the teachers during the CoPs, open-ended questionnaires and field notes taken during workshop discussions. The main findings were that the teachers gained discipline knowledge and acquired instructional methodology (pedagogy) from which learners may benefit. The presentation and organisation of the CoP influenced the learning of the teachers. 相似文献
18.
Dave Hendley Andrew Stables John Parkinson Howard Tanner 《International Journal of Technology and Design Education》1996,6(1):15-29
This paper describes part of a continuing research project based at the University of Wales, Swansea, which is investigating pupils' attitudes to a range of national curriculum subjects. There has been no major national funded project to evaluate the national curriculum from pupils' perspectives. The market economy philosophy adopted by the present government is restricted in the meaning of choice given to consumers of education. Pupils' opinions are rarely sought out.The paper describes the results gained from a Likert-type attitude scale and subsequent follow-up interviews with a selection of pupils aged 13 and 14 years in secondary schools across South Wales. 相似文献
19.
Alister Jones Ann Harlow Bronwen Cowie 《International Journal of Technology and Design Education》2004,14(2):101-119
This paper describes the results of a national study to investigate teachers' experiences in the implementation of the technology
curriculum in New Zealand schools from years 1–13. This investigation of the implementation of the technology curriculum is
part of a larger study being undertaken nationally in all curriculum areas (National Schools Sampling Study) to explore how
effective the curriculum is in practice and how the results can inform future developments. National focus groups, questionnaires
and case studies are used to explore how the curriculum is being implemented. The questionnaires were distributed to over
10% of New Zealand schools. The key findings indicate that most primary school teachers are aiming for curriculum coverage,
have moderate levels of confidence but are concerned about curriculum overcrowding. Years 7 and 8 teachers are mainly concerned
about assessment, whereas secondary school teachers are constrained by existing structures in schools.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
20.
Brian Canavan Robert Doherty 《International Journal of Technology and Design Education》2007,17(3):291-304
As Technical education strains to find a niche in the educational market place, are teachers suffering from a crisis of confidence? How comfortable are they with the ever-changing curriculum, with the subjects they are teaching and the reasons why they are teaching them? The broadening of the Technical curriculum in secondary schools to include Practical Craft Skills has proved popular with some teachers, while others perceive a drift back to a purely skills based curriculum along with a further deterioration of the status of Technical departments. This paper explores the present state of Technical Education in Scotland through the analysis of an online survey of 95 practising teachers and an investigation of employers’ entrance requirements for apprenticeships in the engineering and construction industries. The results indicate a degree of conflict among staff regarding the role of Technical education, coupled with limited recognition for Technical subjects among employers. 相似文献