How do different background variables predict learning outcomes?

This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in school subject Sloyd as found in the national evaluation of the Finnish National Board of Education. Results from this larger research project were previously published in this journal, where pupils’ readiness for Self-Regulated Learning were reported. Since then, pupils’ experiences of classroom techniques, attitudes towards the subject, leisure time interests and learning within the two domains of the subject (Technical Domain and Textile Domain, as the subject is usually divided in Finland) have been studied and results have been published in different journals. In this article, a new Structural Equation Model concludes the previous results. The new model highlights two paths of how the use of different learning orientations can predict successful learning outcomes. These paths can be followed using two pedagogical models: the Exploratory Production Approach and the Domain Specific Approach. Experiencing Learner-Centred Learning predicts positive attitudes and success in Exploratory Production activities. Experiencing Collaborative Learning predicts success in domain specific learning outcomes. Success in Exploratory Production predicts successful learning outcomes in both domains. The conclusion is that regulatory knowledge, “why”, is related to production activities and it is processed prior to domain specific knowledge, “what” and “how”. To develop the subject and pedagogy for schools and teacher training, it is not important to follow an approach defined by the domains (technical or textile). It is more important to teach pupils how to manage in the modern technological world and to understand why they need to be able to improve their life-world through Exploratory Production activities.     

How school context and personal factors relate to teachers’ attitudes toward teaching integrated STEM

Integrated Science, Technology, Engineering and Mathematics (STEM) education is an emerging approach to improve students’ achievement and interest in STEM disciplines. However, the implementation of integrated STEM education depends strongly on teachers’ competence, which entails, among others, teachers’ attitudes. Nonetheless, not much is known about the factors that influence teachers’ attitudes toward teaching integrated STEM. Therefore this paper uses a survey method to get insight into the relationship between three groups of variables and teachers’ attitudes toward teaching integrated STEM: teacher background characteristics, personal attitudes and school context variables. The results of the multiple regression analyses reveal three variables that are positively linked with teachers’ attitudes: professional development, personal relevance of science and social context. Moreover two variables show a negative correlation: having more than 20 years of teaching experience and experience in mathematics. The results of this study provide valuable information about factors related to teachers’ attitudes toward teaching integrated STEM. Moreover, these results can be deployed by school administrators to guide them when implementing integrated STEM education in their school.     

A model of junior high school students’ attitudes toward technology

The purposes of this study were to develop and verify a model that contributes to our understanding of the attitudes toward technology held by students in junior high school, as well as to explore relationships among the factors in this model. We distributed questionnaires to research participants selected on the basis of stratified random sampling. A total of 1,437 questionnaires were distributed, and 1,330 valid questionnaires were collected, reflecting a valid return rate of 92%. Structural equation modeling was used to construct and verify a model of student attitudes toward technology. The results of the study included (1) a complete model of student attitudes toward technology and (2) identification of the main factors influencing the pursuit of careers in technology, identification with technology, and experiences with technology-related curricula.     

You are an astroneer: the effects of robotics camps on secondary school students’ perceptions and attitudes towards STEM

International Journal of Technology and Design Education - Creativity, critical thinking, communication and collaboration are thought to be the core skills that will enable students to be...     

Customer relationship management processes: How faithful are business-to-business firms to customer profitability?

Marketing academicians and practitioners have over the past decade advocated the implementation of customer equity principles within firms. This article draws on adaptive structuration theory to frame the faithfulness of firms to acquiring and maintaining customers according to their profit potential. Using survey data from 158 business units engaged in business-to-business sales, this article examines the motivational effects of market growth rate and customization requirements, and the technology and information integration capabilities of the firm as determinants of firm adherence to treating customers according to their profitability. The study finds that firms are better at maintaining customers according to their profit potential than acquiring customers according to their profit potential. Further, maintenance faithfulness appears to have more ultimate impact on firm performance. The study suggests that pursuing customer profitability has limited effectiveness unless accompanied by a broader range of initiatives aimed at making the firm more customer-focused.     

Cheddar or Swiss? How strong are your barriers?

This article describes a company's experience with process safety metrics and describes systematic methods to improve safety performance. As a result of a major accident, an internal investigation identified that although a site may have numerous measures for tracking operational and safety performance, these measures may not focus on leading indicators that could provide early warning of potential major incidents. To systematically reduce incidents, especially, low probability high consequence process safety events, it is necessary to focus on prevention and specifically the strength of the barriers. The approach described in this article, therefore, aims to create a combination of Process Safety Performance Indicators that lead to stronger more robust barriers. While industrial history tells us that such high consequence events are infrequent, this significant process safety risk is always present in production operations, and thus needs to be continuously assessed and reduced through systematic safety management. Within one company, this recognition has resulted in a substantial strengthening of process safety risk management through a more comprehensive system of controls embedded within its new Operating Management System, which is being implemented at the site level across all of its operations globally. This article explores the ongoing methodology and approach being used to select a limited but crucial set of Process Safety Performance Indicators to enable effective measurement and the appropriate management of process safety performance. © 2009 American Institute of Chemical Engineers Process Saf Prog, 2009     

The senior high school students’ learning behavioral model of STEM in PBL

The purpose of the study was to explore a learning behavioral model of project-based learning (PBL) for senior high school students in the context of STEM (science, technology, engineering, and mathematics). Using “audio speakers” as the project theme, a series of tasks were designed to be solved using STEM knowledge via an online platform and student group discussions. A total of 84 volunteer students from a senior high school and a vocational school in Pingtung, Taiwan, were divided into 21 groups. Text analysis and questionnaire survey were administered. Data sources were the participants’ information collected via the STEM online platform and the questionnaire survey regarding STEM in PBL. The findings of the study are as follows: (1) the learning behavioral model for STEM in PBL showed a positive influence on students’ behavior in the form of cognition and behavioral intentions. In addition, cognition and behavioral intentions were positively influenced by attitude. The overall model fit was positive and could effectively explain senior high school and vocational school students’ learning behavior as related to STEM in PBL; (2) according to the results of the analysis of STEM from the online platform, students displayed a positive attitude, attained integrated conceptual and procedural knowledge, and demonstrated active behavioral intentions through STEM in PBL. In addition, the students’ creative and organized project outcomes revealed the effects of their behavior.     

How to learn in R&D partnerships?

In this article a set of determinants of organisational learning and result appropriation are identified and then tested on a sample of Research and Development (R&D) consortia. The literature review and an exploratory case study highlight the main factors which favour learning and the appropriation of knowledge. The case study observes the organisational learning processes at work in three R&D partnerships entered into by a European high technology firm.
Six hypotheses are formulated. They pertain to the link between the firm's learning and exploitation capabilities. The hypotheses relate to (1) trust between partners, (2) R&D integration in the firm, (3) the access to adequate complementary assets, (4) the member's involvement and motivation in the cooperative process, (5) its own experience in R&D, and (6) the number of partners in the consortium. These hypotheses are tested on a sample of 317 R&D consortia in the European EUREKA initiative.
The results show that a firm's internal organisation and the level of trust between partners influence learning and result appropriation. However, the determinants vary according to the kind of outcome (tangible knowledge, new products/processes, improved products/processes, intangible knowledge). With the knowledge that alliances are increasingly becoming a necessity for firms involved in technology, a better understanding of how to benefit from R&D partnerships can only improve firms' competitiveness in the future.     

How much are sellers willing to pay for the features offered by their e-commerce platform?

The success of an e-commerce platform is significantly dependent on the number of sellers and their quality. Thus, it is important to understand the factors that influence a seller's platform choice. This paper investigates features of an e-commerce platform on which sellers place high value when choosing a platform to sell their products, using a conjoint analysis. The data was collected by online survey from 1,796 sellers who are using Naver Smart Store (https://sell.smartstore.naver.com), which is one of the largest e-commerce platform in South Korea. After analyzing the willingness to pay for each combination of functions by separating six functions of Naver Smart Store, it was estimated that the MWTP ranged 3.05 to 4.48 for the main process related functions and 2.61–5.3 for the sub process related functions. MWTP can be considered as a benefits for the sellers since Naver does not require monetary commissions from sellers. This paper also shows that the higher technical understanding of the functions provides the more value to platform to sellers.     

How does income inequality affect market outcomes in vertically differentiated markets?

The distribution of consumer incomes is a key factor in determining the structure of a vertically differentiated industry when consumer's willingness to pay depends on her income. This paper computes the Shaked and Sutton (1982) model for a lognormal distribution of consumer incomes to investigate the effect of inequality on firms' entry, product quality, and pricing decisions. The main findings are that greater inequality in consumer incomes leads to the entry of more firms and results in more intense quality competition among the entrants. More intense quality competition raises the average quality of products in the market as firms compete for the shrinking share of higher-income consumers. With zero costs of quality improvements and an upper bound on the top quality or when costs of quality are fixed and rise sufficiently fast, greater heterogeneity of consumer incomes also reduces firms' incentives to differentiate their products. Competition between more similar products tends to reduce their prices. However, when income inequality is very high, the top quality producer chooses to serve only the rich segment of the market and charges a higher price. The conclusion is that income inequality has important implications for the degree of product differentiation, price level, industry concentration, and consumer welfare.     

A model to analyse students’ cooperative idea generation in conceptual design

In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a time-constrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students’ cooperative idea generation in conceptual design.     

Using creative problem solving to promote students’ performance of concept mapping

The purpose of the study was to explore that using creative problem solving can promote students’ performance of concept mapping (CMPING). Students were encouraged to use creative problem solving (CPS) in constructing nanometer knowledge structure, and then to promote the performance of CMPING. The knowledge structure was visualized through CMPING which helps students to improve their performance. The participants were 42 college juniors who selected the course “Nano-environmental Engineering Technology”. Four instruments were used to classify student learning performance (meaningful learning, rote learning and non-learning). This study included three main issues: (1) Student learning quality was determined by the change in concept map construction. (2) In-depth interviews were applied to understand student’s CPS process. (3) Student interaction quality in a discussion board on a web-platform was evaluated. The results showed that meaningful high-level learners successfully applied CPS in constructing concept maps and they presented better performance of CMPING. Rote learners’ results were in the second place, and non-learners achieved the worse outcomes. It is suggested that a future teaching study can use creative problem solving to promote students’ performance of CMPING in other courses.     

The effect of an interdisciplinary STEM course on children’s attitudes of learning and engineering design skills

International Journal of Technology and Design Education - The study aimed to investigate the effect of an interdisciplinary STEM course on children’s attitudes of learning and engineering...     

Robotics and STEM learning: students’ achievements in assignments according to the P3 Task Taxonomy—practice,problem solving,and projects

This study presents the case of development and evaluation of a STEM-oriented 30-h robotics course for junior high school students (n = 32). Class activities were designed according to the P3 Task Taxonomy, which included: (1) practice—basic closed-ended tasks and exercises; (2) problem solving—small-scale open-ended assignments in which the learner can choose the solution method or arrive at different answers; and (3) project-based learning—open-ended challenging tasks. The research aimed at exploring students’ working patterns, achievements in learning the course, and the impact of this experience on students’ motivation to learn STEM subjects. Evaluation tools included a final exam on factual, procedural and conceptual knowledge in the STEM subject learned in the course, class observations, interviews with the students, and administrating an attitude questionnaire before and after the course. Since the experimental class was quite heterogenic in regard to students’ prior learning achievements and motivation to learn, some of the students completed just the basic exercises, others coped well with the problem-solving tasks, and only a few took it upon themselves to carry out a complex project. However, all students showed high motivation to learn robotics and STEM subjects. In summary, robotics provides a very rich and attractive learning environment for STEM education. Yet, the realization of this potential depends largely on careful design of the course methodology and especially the students’ assignments in the class. One should recognize that often only some students are capable of learning a new subject on their own through project work, and these students also need to gain additional knowledge and skills before dealing with complex projects.     

Assessing evaluation: Why student engages or resists to active learning?

International Journal of Technology and Design Education - This research shows, on a wide dataset of students, that evaluation methods to promote active learning improve students’ academic...     

How Much of Barrier to Entry is Occupational Licensing?

We exploit state variation in licensing laws to study the effect of licensing on occupational choice using a boundary discontinuity design. We find that licensing reduces equilibrium labour supply by an average of 17–27 per cent.     

An exploration of the variables contributing to graphical education students’ CAD modelling capability

International Journal of Technology and Design Education - This paper reports on a study exploring the variables that contribute to upper second level students’ capability in a digital...