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1.
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
2.
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
3.
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
4.
Howard Middleton 《International Journal of Technology and Design Education》2009,19(2):187-197
This paper explores the issue of how students might learn about sustainability in technology––education classrooms and the
relevance of problem-solving in that learning. One of the emerging issues in technology education research is the nature of
problem-solving specified in curriculum documents and the kinds of learning activities undertaken by students in technology
education classrooms. In parallel with our developing understanding of the characteristics of good technology education programs
is the inclusion in recent curriculum documents of the concept of sustainability or sustainable development. However, as yet
there is little information about how technology students think about sustainability and how they might best learn about it.
This is of particular interest because in technology education, sustainability is often described in curriculum documents
as an issue that is intended to be integrated within design projects and activities, rather than being the topic of a classroom
lesson as might happen in a subject such as environmental studies. This paper explores current understanding of the issue
generally and within technology education. It concludes that the design, problem-solving approach that is common to technology
education classrooms provides many affordances to students engaging meaningfully with ideas of sustainability and of developing
strong understandings of its scope and significance. 相似文献
5.
Grietjie Haupt Seugnet Blignaut 《International Journal of Technology and Design Education》2008,18(4):361-374
Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model
is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will
examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after
an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students'
reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings
through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities,
we could not use the four-level-model on its own, but had to revert to a more augmented version.
相似文献
Seugnet Blignaut (Corresponding author)Email: Email: |
6.
Glenn Finger Belinda Houguet 《International Journal of Technology and Design Education》2009,19(3):309-334
This study, embedded within the Researching School Change in Technology Education (RSCTE) project in Queensland, Australia, aimed to gain insights into the intrinsic and extrinsic challenges experienced
by teachers during the implementation of technology education within primary school settings. The official publication and
launch of the Technology years 1–10 syllabus and associated curriculum materials by the Queensland Studies Authority during 2003 saw the first formal Technology curriculum
for primary schools in Queensland. The Queensland Government announced that all Queensland schools were to aim for full implementation
of this new Key Learning Area (KLA) by 2007. This presented a challenge for Queensland teachers as they began to understand
this new KLA and subsequently, were required to implement technology education for the first time. Education Queensland released
a number of different strategies that were designed to assist this implementation, including research partnerships with universities.
Thus, the RSCTE project, a partnership project between Education Queensland and Griffith University included implementation
research within schools. Through the identification of insights into intrinsic and extrinsic challenges, this study, while
recognising the limitations of transferability beyond the case studies presented, provides suggestions to assist the implementation
of technology education. 相似文献
7.
The paper explores the adoption of the social dimensions of sustainability in technological design tasks. It uses a lens which
contrasts education for sustainability as ‘a frame of mind’ with an attempt to bridge a ‘value-action gap’. This lens is used
to analyse the effectiveness of the Sustainable Design Award, an intervention in post-16 technology education in three countries
to encourage students and teachers to strengthen design for sustainability in their work. In each country, the intervention
project provided varying combinations of teacher professional development, provision of learning resources, in school student
support, lobbying of key curriculum policy makers and a student Award. Three types of teacher are identified by reference
to their motivation for introducing sustainability into their teaching of design. These teacher types are linked to a hierarchy
of teachers’ understanding of the social dimension of sustainability. The consequences for continuous professional development
are examined. The findings are then used to critique the value of the lens. 相似文献
8.
Swati Mehrotra Ritesh Khunyakari Chitra Natarajan Sugra Chunawala 《International Journal of Technology and Design Education》2009,19(1):1-14
The paper reports on the trials of a Design and Technology (D&T) unit carried out in three different Indian contexts with
a focus on collaborative learning. Both collaboration and technology education are not common to the Indian school system.
As part of a larger project to introduce technology education, suitable for middle school girls and boys in urban and rural
areas, three culturally appropriate and gender sensitive D&T units were developed. All the units were tried out with middle
school students in different socio-cultural settings: two schools in urban areas (with different languages of teaching and
learning) and one in a rural area. This paper presents details of a unit on puppetry which involved making a puppet and staging
a puppet-show. Aspects of collaboration within and among groups were observed with respect to: roles played by the members,
conflicts and their resolution, sharing of resources, communication and peer review among the students. The trials in the
three clusters indicate the potential of this D&T unit to provide collaborative learning situations for the multicultural
contexts of Indian classrooms.
相似文献
Sugra ChunawalaEmail: |
9.
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
10.
Angela Anning 《International Journal of Technology and Design Education》1994,4(2):155-177
The article draws on the University of Leeds research project Technological Capability in Young Children. The research objectives were to identify and characterize capability in design and technology for children aged 5–11; to document features of progression in capability within the domains of graphicacy, evaluation skills and the handling of tools and equipment; and to identify and investigate factors which contribute to the development of a technological knowledge base in primary school classrooms. The research perspective relates to previous studies of contextual and developmental features of capability and the development of practical intelligence. Data sources include fieldnotes and video recordings of children working on tasks defined by their teachers as design and technology activities; interviews with the teachers and children about the outcomes of the activities; and contextual data such as availability of materials, resources, use of teacher time, and classroom organization.Analysis of classroom recordings, together with teacher and pupil interviews, revealed a learning environment which presented teachers with new dilemmas and children with opportunities to demonstrate previously unnoted capabilities and deficiencies, particularly in graphicacy, evaluation processes and the manipulation of tools. The findings are exemplified through analysis of critical incidents. 相似文献
11.
Walter Leal Filho Evangelos Manolas Paul Pace 《International Journal of Technology and Design Education》2009,19(2):149-165
Technology education is a well-established field of knowledge whose applications have many ramifications. For example, technology
education may be used as a tool in meeting the challenges of sustainable development. However, the usefulness of technology
education to the sustainability debate as a whole and to education for sustainable development in particular, has largely
been overlooked in the past. Indeed, there is a paucity of academic studies which examine the contribution technology education
may provide to education for sustainable development. On the basis of the need to address this knowledge gap, this paper reviews
the state of affairs in relation to education for sustainable development and considers its links and appropriateness to technology
education. A further objective of this paper is to present examples of initiatives and existing practices around the world,
drawing partly from the results of the 1st European Conference on Education for Sustainable Development held in Greece in
October 2007, as well as from other initiatives undertaken in Europe and North America. Finally, some measures that may be
adopted in order to enhance the contribution of technology education to education for sustainable development are outlined. 相似文献
12.
Margarita Pavlova 《International Journal of Technology and Design Education》2013,23(3):733-748
When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in “securing sustainable life chances, aspirations and futures for young people”. This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth’s carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge. 相似文献
13.
Assimilation into society via academic achievement is a premise and practice that is universal in schools and school systems.
Drawing on the testimonies of technological education teachers and the sociology of knowledge literature, this narrative inquiry
research sets the stage for a critical analysis of our reliance on knowledge versus experience in western education policy
and planning. A crisp and constructive analysis of the premises school systems take for granted becomes possible, a case for
transcending limited ways of thinking about knowledge and experience is made.
相似文献
Ronald Edward HansenEmail: |
14.
Ronald Hansen Maaike Froelich 《International Journal of Technology and Design Education》1994,4(2):179-207
This paper originated from a two-year technological education teacher development project at the Faculty of Education, The University of Western Ontario. The authors searched for an understanding of technology and technological education through traditional scholarly means, i.e., a literature review, and through an action research venture that, it was thought, would reveal the parameters of ‘technology’. The paper, beyond helping to give the authors and the reader a better understanding of what it means to define an elusive concept, serves to give technology educators a conceptual starting point from which to build insight into the elements of their life's work. The function and form of the paper evolved from the project process. They [the function and form] were determined by the nature of and ambiguities associated with technology. The reader is invited, for example, to consider the historical, social, cultural, and philosophical dimensions of technology. Rather than draw parallels about technology from those diverse disciplines, a daunting task, the paper charts a terrain from which investigators who seek a definition of technology and a framework for the subsequent study of technology, might get their bearings. The paper includes approaches to defining technology, a literature review, a comparison of science and technology, and an epilogue. While a definition is offered as part of the epilogue, the larger purpose of the paper is to improve one's understanding of an ubiquitous phenomenon. The central question of the ongoing debate, in Ontario and elsewhere, about the role and direction of technological education, is inherent in the paper and in the mandate of the teacher development project. What is technology and where and in what form does it belong in the curriculum of the schools? 相似文献
15.
《Food Policy》2017
With almost three quarters of the labor force depending on agriculture in India, kick-starting agricultural growth is considered crucial for pro-poor development. More specifically, dairy production – which is labor-intensive but does not heavily rely on access to land – is generally expected to offer better prospects for income growth to the poorest among rural households. However, most policies aimed at increasing dairy production are based on ad hoc observations, with hardly any micro-level evidence. Using a unique primary dataset on 1000 rural households in Andhra Pradesh, this paper investigates the dairy production system, addressing three main research questions: First, we look at the typical profile of a dairy farmer and we find that both family traditions in dairy and owning (even a small piece of) land play a role in determining participation in dairy – while land size does not matter. Second, we show that dairy production is strongly and positively associated with improvement in rural livelihoods, in terms of income per capita, but that this positive relation only holds for larger dairy farms. In a third step, we look at the determinants of farm growth and we find that households having higher shares of graded dairy animals have grown more after 2005. 相似文献
16.
Alexandros C. Mettas Constantinos C. Constantinou 《International Journal of Technology and Design Education》2008,18(1):79-100
This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers.
The central idea is to use the “Technology Fair” as a means for promoting pre-service teachers pedagogical content knowledge
about technological problem solving skills. This innovation is supported with results from a study carried out in autumn 2004.
The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete
and present a technology fair project, on the educational value and meanings attached to problem solving skills by pre-service
teachers. Pre-tests, mid-test and post-tests were administered to the pre-service teachers before, during, and after the preparation
of the technology fair, respectively. A number of pre-service teachers were selected and interviewed after the completion
of the technology fair. Data were also collected from reflective diaries kept by the pre-service teachers during the preparation
phase of the technology fair. Analysis of the results indicates that the technology fair contributes to the development of
positive values and attitudes in technology education and has a significant influence on improving pre-service teachers understanding
and application of problem solving strategies within the domain of technology. 相似文献
17.
In light of increasing licensing, we challenge the common assumption that product development and technology licensing are substitutes. We develop a resource‐based framework, which distinguishes a firm's technological resource base and technology exploitation processes. We further combine survey, patent, and financial data of 228 medium‐sized and large industrial companies to examine the interactions of firms' product development processes and technology licensing processes in order to explain heterogeneity in new product revenues, licensing performance, and firm performance. The results underscore that product development, which indicates innovative capacity, and technology licensing, which indicates desorptive capacity, are complements rather than substitutes in integrated knowledge exploitation in medium‐sized and large firms. This complementarity is particularly pronounced in firms with an emphasis on cross‐licensing and with a strong patent portfolio. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
18.
Wendy Dow 《International Journal of Technology and Design Education》2006,16(3):307-321
This paper evolves out of a consultancy that was carried out with the European Commission over a two year period between 2001
and 2003. A working group, set within the European Commission and comprising representatives from 15 member states, as well
as associated and accession countries, stakeholders and social partners involved in maths, science and technology education,
was formed. Its remit was to identify good practice in maths, science and technology education across Europe and to make recommendations
for policy makers in the area. One important theme which emerged during the analysis of good practice was the need to develop
the type of pedagogies which would encourage the active involvement of pupils in authentic and meaningful learning experiences
within these subject domains. A series of questions relating specifically to this area was therefore incorporated into the
second phase of the investigation and sent out to all participating countries. Qualitative analysis of these questionnaires
was carried out. Using the results of these analyses, along with information from discussions, this paper considers the situation
in Europe in respect of the introduction of what are essentially social constructivist pedagogies in the field of technology
and science education. It explores some of the attempts which have been made to implement such pedagogies and more importantly
the barriers to their introduction which have been identified in most countries across Europe. A consideration of research
literature in the field is then used to promote the argument that teacher beliefs or theories are a crucial factor in preventing
change. The role of these theories in presenting barriers to change are discussed and the implications for both policy makers
and for initial teacher education are analysed. 相似文献
19.
Stephan M. Wagner Author Vitae Martin Hoegl Author Vitae 《Industrial Marketing Management》2006,35(8):936-943
While there is increasing evidence that involving suppliers in new product development (NPD) is important, and for many firms even inevitable, there is also evidence that not all such efforts are successful. Firms aiming at implementing this strategy effectively have to pay close attention to several contingency factors on the organizational level and properly manage supplier involvement on the project level. The exploratory case study research underlying this article explores key issues to be considered when involving suppliers in NPD and the counter measures they can take. Our research shows that companies differentiate between so-called “know-how” and “capacity” projects, and that they manage them differently. Furthermore, this research shows that firms outside the automotive and high-tech manufacturing industries are likely to intensify supplier involvement in the future. 相似文献
20.
Vossen T. E. Henze I. De Vries M. J. Van Driel J. H. 《International Journal of Technology and Design Education》2020,30(2):295-320
International Journal of Technology and Design Education - Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T... 相似文献