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1.
Maria Jakovljevic Piet Ankiewicz Estelle De swardt Elna Gross 《International Journal of Technology and Design Education》2004,14(3):261-290
Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting
the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and
creative involvement of learners in system design tasks. In addition, present ISD methodologies, including web design methodologies,
do not focus sufficiently on technological problem solving and design. Engagement in system design tasks demands critical
thinking [Shelly, Cashman & Rosenblatt, 2001, Systems Analysis and Design, 4th edn. Course Technology, Boston] and abstraction
skills [Harris, 1999, Systems Analysis and Design for the Small Enterprise, The Dryden Press, Harcourt Brace College Publishers,
Fort Worth]. The aim of this paper is to explain a synergy between the technological process and web design methodology and
its influence on the development of the cognitive skills of learners in the ISD context. In this research, the Team Structure
Software Process (TSSP) methodology was integrated with the stages of the technological process. An interface approach between
Information Systems and Technology Education was adopted during the implementation of an Instructional Web Design Program
(IWDP), which served as a framework for building a software product. This research was based on a qualitative, action-research
approach where individual interviews, focus group interviews, observation and document sources were used to gather data. Seventeen
students at an institution of higher education were observed and their experiences were investigated through a focus group
interview, journals and an essay. In addition, an interview with the teacher was conducted to investigate her thoughts and
feelings during the implementation of the IWDP. During the implementation of the IWDP, multi-method learning was promoted,
enlarging learners' insight into the design process and a climate for enhancing intellectual processes and skills created
[Jakovljevic, 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, DEd thesis, Rand Afrikaan
University, Johannesburg]
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
2.
Trevor Davies Roger Elmer 《International Journal of Technology and Design Education》2001,11(2):163-180
The paper introduces the highly problematic nature of modelling in design and technology education and examines the relationship
between cognitive and concrete modelling. Its aim is to gain insight into what learners do, rather than what others say they
ought to do in their learning activities. The variety of purposes that educators have for learners’ modelling are discussed
through examining the contested curriculum justification for design and technology education itself. The paper proposes that
learners’ modelling cannot be extracted from the social milieu in which they act and it provides some insights of these social
influences through the analysis of two case studies. Their settings are a girls’ secondary school and a college of higher
education. Each case study is presented independently but organised with a common format to consider a) the impact of assessment
on learning intentions and outcomes; b) cultural influences on learning and modelling; c) social influences on learning and
modelling. A discussion of the emergent themes considers implications for teachers.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Technological knowledge has a normative component that scientific knowledge does not have. When we have knowledge of a computer, that often comprises normative judgements: it functions well or it does not function well. In knowledge of technical norms, rules and standards as another type of technological knowledge we also find a normative component. This characteristic has consequences for our assessment of knowledge. For scientific knowledge truth is the ultimate condition. For knowledge of norms, rules and standards as a type of technological knowledge this the condition is problematic. They refer to things that do not exist yet, but are still to be designed or made. Nor truth, but effectiveness is the condition here. For technology education the normative component is important. Pupils must learn to make judgements about effectiveness, as this is a prominent characteristic of technological knowledge, that makes it distinct from scientific knowledge. Pupils must also learn to deal with ethical and other values when doing technological project work. 相似文献
4.
钻井技术或措施的选择是关系到钻井成功和节约钻井成本的重要环节,方案有时有几种,但选择不当,会造成钻井的失败或成本大大增加,如何确定方案要根据现场的具体情况。介绍了SH1井在深部起下钻遇阻,甚至难以顺利施工时面临是填井还是划眼的措施选择,经过现场技术组的共同研究,确定了划眼方案,并利用综合录井提供的参数,顺利地解决了井下复杂情况,效益显著。通过该综合技术的实施,为现场技术人员更好地处理复杂情况提供了一种有效的方法,学会了如何利用测录井提供的参数帮助钻井技术人员解决类似问题,收益远远大于该技术成功的本身。 相似文献
5.
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. 相似文献
6.
章玲 《石油工业技术监督》2010,26(1):31-33
分析了液化石油气管道输送计量过程中科里奥利质量流量计(以下用CMF代表)出现“零漂”与“走数”的原因,从影响测量设备的环境因素、密闭管道的工艺流程、被测介质物性、人员操作入手,在强化测量设备、测量过程控制管理、改进工艺条件3个方面进行了探索与实践。 相似文献
7.
Yaron Doppelt 《International Journal of Technology and Design Education》2003,13(3):255-272
Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments.
Advancing low-achieving pupils is an on-going challenge for educational systems. Routing low-achievers into low-learning tracks
creates a vicious circle. In order to extract pupils and their teachers from the on-going cycle of failure, and to promote
pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers,
changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities,
and changing assessment methods for project-based learning activities in a computerized environment.
This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress
in the affective and the cognitive domains. The research tools were: Analysis of pupils' portfolios, observations of class
activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment
of pupils' projects.
The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved
significant affective learning. The activities over three years are summarized and show an increase in the number of students
achieving the college admittance requirements. Most of the low-achieving pupils succeeded with distinction in the same matriculation
exams that the high-achievers did in the same school.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
8.
科技创新是经济发展、社会进步的动力源泉,坚定发展自主创新是我国上市公司提高核心竞争能力的必由之路。本文以科学地评价科技投入对我国上市公司绩效的贡献度为核心研究内容,遴选了 R&D 科技投入和其它科技投入及其派生指标作为科技投入的表征变量,遴选了产品销售收入、净利润、净资产收益率、每股收益率及其增长率作为公司绩效的表征变量,并通过相关分析和回归分析展开了实证分析。实证分析的结论表明,科技投入和我国上市公司绩效之间存在一定的关联,但影响作用并不明显。针对这一实际问题,本文给出了相应的政策建议,以期让科技投入更好地促进上市公司绩效的提升。 相似文献