Recent Research in Learning Technological Concepts and Processes

This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

Developing Technological Knowledge

It is argued in this paper that various approaches are available in designing teaching and learning experiences for technology education. However, many approaches are based on inappropriate assumptions about transfer, the ways in which meaning is represented by individuals and relationships among different kinds of experiences. It is advanced that the development of technology knowledge in school should aim at developing a rich inter-connectedness among the ways in which technological meanings can be understood by learners, so that learners experience transformations in relation to themselves, technological practice and their knowledge. Cultural-historical activity theory is suggested as a useful basis for designing instruction aimed at the various purposes of technology education.     

知识产权、基本要素与技术标准化合作

技术标准是高技术等产业竞争与合作的基本要素；知识产权是技术标准化竞争与合作的基本要素；在技术标准化过程中，基本知识产权起着关键作用，决定标准化联盟及其结构．而主导企业的知识产权战略也影响重大。研究这些机理及其规律对于在我国发展自主知识产权，推动高技术产业的标准化合作，促进产业技术进步具有重要意义和深刻启示。     

国家产业技术政策、技术创新体系与产业技术创新战略联盟——兼论知识产权战略的作用机制

国家产业技术政策是国家为促进产业技术发展,建构产学研一体化的技术创新体系而实施的国家层面的指导性文件和纲领。国家产业技术政策与技术创新之间具有密切联系,建构产学研技术创新体系是实现国家产业技术政策的重要保障。其中产业技术创新战略联盟的建设则是实现产学研一体化技术创新体系和落实国家产业技术政策的重要战略性举措。     

The Nature of Technological Knowledge: Philosophical Reflections and Educational Consequences

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.     

Developing engineering students' research and technology assessment abilities

This article describes research done among M. Eng. students in several faculties of the Eindhoven University of Technology into their abilities to integrate nontechnical (social) elements in the research that led to their M. Eng. theses. It was found that these students often lacked research skills (the abilities to define the research problem, to comment upon research methodology, to reflect upon research outcomes). As a result, they also tended to neglect social factors relevant to their engineering research.Recommendations to improve this situation are formulated for the curriculum of engineering education programmes.     

An Analysis of Student Existing Technological Capability: Developing an Initial Framework

This paper reports on the analysis of student (ages 6–15 years) technological capability as they undertake technological tasks. The activities covered a number of different contexts (including different subject areas), and had differing degrees of openness and methods of presentation. Data was obtained from 261 of the 400 students that took part in the classroom activities. A holistic approach to analysing student performance was developed and this provided insights into the strategies adopted by the students. Some preliminary conclusions are: the focus of students on an end-product meant that they did not fully consider the processes that might be required to solve the problem; student technological approaches were influenced by the culture of the classroom; and existing concepts of technological processes influenced the approaches undertaken. This revised version was published online in August 2006 with corrections to the Cover Date.     

技术学习成本的分担方式与企业创新绩效关系的实证研究

本文选取2009～2013年中国医药行业上市公司作为研究样本,分别对技术学习的企业内部投入成本与社会外部投入成本对企业创新绩效的影响进行了实证分析,同时探讨了技术学习的两种承担方式之间的关系。研究结果表明,技术学习过程中的企业投入与社会投入均对企业创新绩效产生显著正向影响,技术学习的投入越大,企业创新绩效越好。但政府以税收优惠与财政补贴等政策方式分担企业技术学习成本的效果并不显著。     

The Influences of Teacher Knowledge and Authentic Formative Assessment on Student Learning in Technology Education

Students involved in holistic technological practice need to develop an understanding of technological practice outside the classroom and to participate in tasks set as close as practicable to actual technological practice. This paper investigates the context of assessment and its relationship to achievement and the importance of teacher knowledge to student technological practice. I argue that ‘out of context’ assessment tasks do not give an accurate indication of achievement levels of the children assessed. Introduced is the Model of Student Technological Practice, which identifies four constraints that influence student technological practice. A significant factor is teacher knowledge, as it impacts greatly on the quality of feedback given to students by their teachers. Timely teacher intervention and formative assessment feedback will alter student technological practice and should improve the students’ likelihood of developing successful outcomes.     

技术创新门限效应研究——基于知识产权保护与技术差异视角

本文利用中国30个省市区2000～2012年数据,采用面板门槛模型,基于知识产权保护与技术差异视角,对技术创新的门限效应进行研究。结果表明,知识产权保护的技术创新效应存在着明显的技术差异与知识产权保护门槛。不管以知识产权保护还是以技术差异作为门槛变量,加强研发物质资本与人力资本投入均能显著促进我国各省区技术创新水平。     

A Synergy Between the Technological Process and a Methodology for Web Design: Implications for Technological Problem Solving and Design

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.     

Implementation and Assessment of Project-Based Learning in a Flexible Environment

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.     

Shaping Concepts of Technology: What Concepts and How to Shape Them

Philosophy of technology is a discipline that has much to offer for technology education. Insights into the real nature of technology and its relationship with science and society can help technology educators to build a subject that helps pupils get a good concept of technology and to learn to understand and use concepts in technology. Here the way science educators have gained from the philosophy of science, for example in the idea of the way pupils learn concepts by reconstructing pre-concepts that they picked up from daily-life experiences. Research has shown that the learning of concepts and the learning of process skills have to be connected.     

Developing Inclusive Communities of Learners in Technology Education: Practical Craft Skills - Facilitator or Hindrance

This paper examines the rationale for the Woodworking Skills section of a course on Practical Craft Skills which forms part of the new technology curriculum in Scottish Schools. Introduced with the intention of making technology subjects more accessible to a wider range of pupils, the subject has potential for contributing to a more inclusive environment in secondary schools. The practical nature of the subject, moreover, should, in theory at least, have been able to contribute particularly well to the development of a community of practice (Wenger, 1998).In education, however, practice does not always reflect theory nor reality reflect the rhetoric. This paper examines the assumptions underlying the pedagogy and assessment methods outlined in the rationale for the subject in relation to current theory and concludes that a valuable opportunity for creating an inclusive community of learners has been missed. Whilst the paper focuses on the Woodworking Skills area of the course, other areas reflect a similar framework.     

协同技术创新中的技术互补、资源互补与技术创新能力研究

本文基于柯布--道格拉斯生产函数,结合微观经济学的相关理论,分析了协同技术创新对高技术企业与传统企业生产过程的提升作用。同时,通过实证研究和回归分析,结果表明,高技术企业和传统企业之间的技术互补和资源互补对高技术企业和传统企业的技术创新能力都有着积极显著的影响。     

论面向建筑产品的技术扩散

从建筑产品生产全过程的视角，提出了面向建筑产品的技术创新和技术扩散，探讨了面向建筑产品的技术扩散的三种形式。在借鉴国外学对参与技术扩散的角色研究的基础上，分析了影响面向建筑产品技术扩散的主要因素。     

技术水平与技术利润贡献的实证研究

技术的发展是一个从稀缺到一般的过程,在这个过程中技术对利润的贡献是递减的。这样就产生了两个问题:不同生产性质的行业处于不同的技术发展阶段,其生产者对技术投资有不同的偏好;在同一生产性质的行业内部,不同技术水平的生产者对技术投资也有不同的偏好。反之,如果技术投资偏好是可以测量的,那么就可以根据不同行业的技术投资数据来实证该行业的技术发展阶段及其技术水平。本文对这两个偏好建立模型,并根据我国1996—2006年间18个代表行业的技术投资数据进行经验研究,分析这些行业的技术投资偏好和其所处的技术水平阶段,为我们制定产业政策提供理论依据。     

中国工业的技术创新

随着工业化的不断深化,技术创新的关键性作用日益突出。由于中国是一个发展中国家,产业转移是推动我国产业发展的强大动力。所以迄今为止,我国大多数产业的技术来源主要都是西方国家的产业技术扩散。但是,中国不能长期处于低端产业、低附加值的国际分工地位。要形成持续的竞争力和保持持续增长的空间,就必须在技术创新上有新的作为,即把产业发展的基点放在技术创新,特别是发展具有自主知识产权以至拥有核心技术的基础之上。丰富的劳动力资源是我国产业发展的一大优势,但对技术进步而言则是一个影响比较复杂的因素。中国产业技术的选择不能不反映劳动力丰富这一重要的资源禀赋条件,又不能使巨大的劳动力就业压力成为抑制中国产业技术进步的消极因素,影响中国产业顺应世界产业技术发展的基本线路,实现向高层次、高技术价值链的推进和升级。这是中国产业技术创新过程中的一个具有重大战略意义的问题。在传统计划经济体制下,推动我国产业技术进步的主体是政府。改革开放以来,企业在技术创新和技术进步过程中的作用逐步增强。这不仅表现为自20世纪90年代中期以来,我国的R&D支出持续增长,而且表现为企业逐步成为技术创新的主体。中国工业以至中国经济未来的发展前途将越来越依赖于技术创新,以技术创新推动工业