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1.
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
2.
Ritesh Khunyakari Swati Mehrotra Sugra Chunawala Chitra Natarajan 《International Journal of Technology and Design Education》2007,17(1):5-22
The focus of this paper is students’ design productions as they engaged in designing and making a windmill model to lift a given weight. This work is part of a project on the development of design and technology (D&;T) education units and its trials among Indian middle school students (Grade 6, age 11–14 years) in different socio-cultural settings. Since D&;T is not a part of the Indian school curriculum, the students had no earlier experience of design. Our trials included an exploratory phase followed by groups of students producing technical drawings and a plan for the making action (procedural map) before engaging in making the windmill model. The paper presents findings from a qualitative analysis of urban and rural students’ pencil and paper productions, complemented by observations from video recordings of the collaborative engagement of these naïve designers. Students used graphical symbols, analogical, spatial and functional reasoning in their design activities. Choice of materials and tools, the nature of exploratory sketches, variety in design and attentions to issues of stability showed differences between the urban and rural groups. Some potential implications of D&;T units for classroom learning have also been discussed. 相似文献
3.
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
4.
Architectural design is a knowledge-intensive activity; however, students frequently lack sufficient knowledge when they practice
design. Collaborative learning can supplement the students’ insufficient expertise. Successful collaborative learning relies
on knowledge sharing between students. This implies that the peers are a considerable design knowledge source for the students.
However, students are involved in grade competition. Students may not be willing to share because knowledge is a critical
resource for students’ performance. The web technology has been used to facilitate knowledge exchange among students; nevertheless,
the convenience of technology may tempt free riding behavior and impede the development of a knowledge sharing culture. The
purpose of this exploratory study is to probe whether the peers and a web forum are the students’ primary knowledge source
by investigating students’ knowledge sources during the design process. The results demonstrated that (1) studio-mates were
a primary design knowledge source for the students, (2) the ill-defined nature of design problems may be the main contributing
factor encouraging knowledge sharing behavior, (3) the shared web forum was not a primary knowledge source for the students
and did not have a significant influence on the knowledge sharing culture, and (4) we can estimate the knowledge sharing culture
in a design studio through investigating students’ knowledge sources. Furthermore, several additional findings and implications
are elaborated. 相似文献
5.
Şule Taşli Pektaş Feyzan Erkip 《International Journal of Technology and Design Education》2006,16(1):79-95
The success of efforts to integrate technology with design education is largely affected by the attitudes of students toward
technology. This paper presents the findings of a research on the attitudes of design students toward the use of computers
in design and its correlates. Computer Aided Design (CAD) tools are the most widely used computer applications in design.
An instrument was developed and applied for the first time to relate computer attitude to design field through CAD. Interior
architecture undergraduates of Bilkent University participated in the survey. As a result, students’ attitudes toward the
use of computers in design were found to be positive. A significant gender difference in attitudes toward computers was observed
with males having more positive attitudes than females. The results also revealed that students’ attitude toward computer
usage in design was highly related to their general attitude toward computers, but it was not correlated with their perception
of instructors’ attitude toward the use of computers in design. 相似文献
6.
Paul W. Wormald 《International Journal of Technology and Design Education》2011,21(4):425-447
This paper describes pedagogic research to instigate, support and understand a significant change in the education of undergraduate
industrial design students. Design educators at Loughborough University, UK, have proposed that it will be critical for future
industrial designers to learn new knowledge and abilities which will enable them to successfully operate at the ‘fuzzy front
end’ of new product development. This is an arena before a traditional design brief exists (i.e. ‘pre-brief’), and typically
involves in-depth investigation of such issues as users, experiences and brand, followed by exploitation of the findings.
Curriculum development and new teaching, evolved over five annual cycles of implementation, reflection, planning and new implementation,
is described. A model of the activities and processes of this ‘pre-brief’ arena is presented. Through structured investigation
of the cycles of improvement and follow-up evaluation research, evidence gathered from stakeholders (students, educators,
and industry) indicates that industrial design students can be taught to successfully operate at this fuzzy front end, and
that this can be a highly effective strategy for students in their design project work. It also suggests that the students’
enhanced abilities will be in demand following their graduation. 相似文献
7.
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
8.
Oenardi Lawanto Gary Stewardson 《International Journal of Technology and Design Education》2013,23(2):213-227
Inasmuch as design is a central activity in K-12 engineering education, understanding the students’ motivation during engaging in engineering design activities will help educators to develop and evaluate strategies for engineering design challenges, and improve curriculum. The objective of this study is to better understand the relationship between students’ interest and expectancy for success while engaged in two design activities in grades 9–12. The primary difference between the two activities was the strategy used to solve the design problems from a predictive analysis and a creative approach. Constructs of motivation for students’ interest include task value (TV) and intrinsic goal orientation (IGO) and extrinsic goal orientation (EGO). Expectancy for success includes control of learning beliefs and self-efficacy for learning and performance. In this study, students (n = 31) from three high schools that implement the Project Lead the Way curriculum in three states in the US participated in the study. Immediately after completing their design projects, each student was asked to complete a modified version of the Motivated Strategies for Learning Questionnaire survey instrument which evaluates their interest and expectancy for success. The results show that students were more intrinsically motivated to engage in a design activity that involves a predictive analysis than a creative approach. No significant correlation was found between students’ expectancy for success and EGO in design tasks that utilized either predictive analysis or creative approach. The study also found that TV and IGO were good predictors for students’ expectancy for success. Demographic information associated with students’ motivation in the design activities is also presented. 相似文献
9.
Alistair Webster Coral Campbell Beverley Jane 《International Journal of Technology and Design Education》2006,16(3):221-235
When undertaking design and technology activities, children are provided with opportunities to create solutions to problems
in new and innovative ways. The mental processes involved in the generation of new ideas may be enhanced when children’s attention
is not focussed and is allowed to wander in a relaxed and uncompetitive environment. Research indicates that the two mental
states, generative and non-generative, cannot exist simultaneously. This paper reports on a research project which investigated
the impact on children’s thinking when a period of non-focussed thinking became part of the technology process. The results
support the previous proposition that a child’s non-generative/analytical mental state needs to give way to a generative state
so that a child can be more fully creative. Moreover, from this study that documented children’s ideas during their involvement
in a design and technology activity, teachers are urged to provide an incubation period as part of the technological process
in the classroom, so that children’s creativity can be fostered. 相似文献
10.
This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design
and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning
of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body
of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as
practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s
perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops
the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes
an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated
to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial
designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary
design practice. The main objective of the research described in this paper was to determine the status and development of
Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted
in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses
delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary
years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly,
the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design
fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms
as they have ever been and that more research is needed in order to better understand and apply the related pedagogy. 相似文献
11.
Emotions and new venture judgment in China 总被引:3,自引:3,他引:0
Yan Li 《Asia Pacific Journal of Management》2011,28(2):277-298
A new venture is likely to be perceived as either an opportunity or a risk. People also vary in their subjective judgment
of the probability of a new venture’s success. From an affective approach, this study investigates how people’s feelings about
the outcomes of a venture affect their subjective judgment on the value and probability of founding a new business. It was
found that an entrepreneur’s hope of creating a successful new venture significantly increases the attractiveness and perceived
success likelihood of the new venture. Those who show less fear of failure and lower surprise for the success tend to view
a new venture as an opportunity. Those who show less anger, regret, and higher contempt of failure and lower surprise of success
as well as lower trait sadness judge a higher subjective probability for the success of founding a new firm. These findings
reveal entrepreneurs’ initiatives in economic activities. Positive and negative implications are discussed, particularly for
entrepreneurial activities in China. 相似文献
12.
Elif Merve Alpak Doruk Görkem Özkan Tuğba Düzenli 《International Journal of Technology and Design Education》2018,28(2):593-611
Landscape architects design the environment, which is an organic part, an outdoor extension of the building, according to the various functions of buildings. One of the most important objectives in design is to create a strong organization which forms a whole by combining different parts. While creating this organization, it is essential to establish relationships, make the designed elements related and obtain a unique design product. This relationship can be established only with the systems approach. It is a difficult process. For this reason, it was aimed in this study to teach Landscape Architecture students how to achieve designs meeting both creative and user needs. Thus, students will learn how to create successful open spaces with the high level of use which is one of the most important problems nowadays. In this respect, this article has two purposes. The first purpose is to create a study diagram by suggesting the systems approach theoretically. Student works will be evaluated according to this study diagram. The second purpose is to investigate the contribution of the course conducted with the systems approach to the design education. In this study, the systems approach was explained to the students of the Department of Landscape Architecture at Karadeniz Technical University and they were made to design the residence and its immediate surroundings within the scope of the 3rd semester. Then, the effect of the systems approach on the creative and applicable designs of the students was determined with the survey study conducted. The results of this study reveal the importance of the systems approach for both design education and urban designers. 相似文献
13.
Pirita Seitamaa-Hakkarainen Marjut Viilo Kai Hakkarainen 《International Journal of Technology and Design Education》2010,20(2):109-136
The purpose of the present article is to examine the knowledge-practice based approach to technology-enhanced learning. Toward
that end, the article reports the efforts of an elementary-school teacher and researchers in promoting genuine inquiry at
the 4th and 5th grade of a Finnish elementary school. We will describe implementation and social organization regarding ‘The
Project of Artefacts––the Past, the Present and the Future’ that engaged students in collaborative inquiry and design across
13 months (almost three semesters). Knowledge Forum (KF), a virtual platform for the interchange of information, provided
tools and practices that facilitated creative working within participating students and teachers. This was accomplished in
a meaningful social setting which was culturally rich and where material and conceptual artefacts played dominant roles. In
this article, the analysis of the teacher’s project diary and the contributions to the KF database provides an overview of
the knowledge practices enacted during the project. The distribution of knowledge-creation activities during the project reveals
that the teacher assumed a role of organizer concerning shared knowledge practices instead of controlling all aspects of students’
learning. Simultaneously, however, students were not left working without guidance; the teacher structured their collaborative
efforts with the help of KF and by directing classroom activities. 相似文献
14.
15.
Adam P. R. Taylor 《International Journal of Technology and Design Education》2007,17(2):217-229
This paper reports on a novel approach taken by the author to the teaching of an Internet programming course targeted at final
year diploma and second year degree students. The uniqueness of engineers and their identity is discussed, as is the self-constructed
world and ways of knowing in which humankind operates. The novel approach to teaching a software-coding course, and this course’s
underlying philosophies of learning, the approach taken in class-contact time, and the methods of interaction with the students
are presented, along with the conventional structure, quantitative measures, outline, and assessment of the course. The effects
and observations of approaches employed are discussed, and the quantitative outputs achieved are presented alongside the unquantifiable
impressions, comments and positive feedback. 相似文献
16.
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
17.
Shi-Jer Lou Ru-Chu Shih C. Ray Diez Kuo-Hung Tseng 《International Journal of Technology and Design Education》2011,21(2):195-215
This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior
high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content
analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform,
an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at
a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students
were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’
attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to
lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge;
(3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain
more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities
and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum
at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities.
In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and
systematic knowledge about STEM. 相似文献
18.
Valerie Wilson Marlene Harris 《International Journal of Technology and Design Education》2003,13(3):223-241
The role of Design and Technology (D &; T) in schools in England is changing. As from September 2002, D &; T will no longer be compulsory from age 14, but students will have a statutory entitlement to opt to study the subject. These proposed changes have renewed policy-makers' interest in a subject, which was first introduced into the National Curriculum in England and Wales in 1990. It provides the immediate context for a review of the literature published in English on Design and Technology commissioned by the Department of Education and Skills. Four databases were searched: the British Education Index (BEI), Educational Resources Information Centre (ERIC), PsychInfo, and Current Educational Research in the UK (CERUK). This article draws from the findings of the review and focuses in particular on two questions: How can D &; T be delivered effectively and what enhances learning and teaching in D &; T? The reviewers conclude that the factors which enhance effective learning and teaching of D &; T include: adequate equipment and accommodation, appropriate curriculum content and teaching methods, up-to-date continuing professional development for teaching and management support to allow teachers to implement innovative practices. In addition, they suggest a research agenda, which could inform future research in D &; T. 相似文献
19.
David Mioduser Osnat Dagan 《International Journal of Technology and Design Education》2007,17(2):135-148
The study aimed to examine the relationship between alternative approaches towards problem solving/design teaching (structural
or functional), students’ mental modeling of the design process, and the quality of their solutions to design tasks. The structural approach emphasizes the need for an ordered and systematic learning of the design process stages, while the functional approach emphasizes the teaching and study of design functions (rather than stages). Participants were 80 seventh graders,
divided into two groups, who were taught a unit on technological problem solving by either approach in the course of 14 classes
(21 h) during a semester. Before, during and after the design process of a technological solution the students represented
their perception of the design process. The results for both groups were analyzed in terms of: (a) types of models generated;
(b) changes in type of models along the learning/design process; (c) defining characteristics of the design process models.
Significant differences between the groups’ models were found for most variables examined. The functional approach was more
effective than the traditional structural approach for supporting the construction of holistic, flexible, and effective mental
models of the design process of technological solutions. 相似文献
20.
Akihito Kito Jun Moriyama Masashi Matsuura 《International Journal of Technology and Design Education》2007,17(1):37-44
The purpose of this study was to examine the structure of students’ knowledge formed in information education at junior high-school
level. Seventy-two 7th graders (first-year junior high-school students) and 78 10th graders (first-year high-school students)
participated in the study. A cluster analysis was performed on 40 items of knowledge that was included in “Information and
Computers.” The results of the analysis indicated that students’ knowledge composed from the perspective of two clusters:
“Practical knowledge” and “Systematic knowledge.” In addition, “Systematic knowledge” was significantly correlated with “Processing
ability,” which is one of the subordinates to “the ability of practical use of information.” 相似文献