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1.
Brigid Barron Caitlin Kennedy Martin Eric Roberts 《International Journal of Technology and Design Education》2007,17(1):75-105
In this article we report assessment results from two studies in an ongoing design experiment intended to provide a single
school system with a sequence of secondary school level (ages 14–18) computer technology courses. In our first study, we share
data on students’ learning as a function of the required introductory course and their pre-course history of technological
experience. In order to go beyond traditional assessments of learning we assessed two aspects of students’ “learning ecologies”: their use of a variety of learning resources and the extent to which they share their knowledge about technology with others.
In our second study we present patterns of course taking by male and female students who have almost completed their secondary
schooling. In addition, we share case studies of students who elected to take more technology classes and leveraged their
course experiences for internships, further education, and jobs. The quantitative and qualitative data are consistent with
our hypothesis that students would become more technologically fluent and that their learning ecologies would diversify as a result of their project-based experiences. 相似文献
2.
Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand,
and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum
has reached the stage where it has become critical that learning programmes are based on student progression to allow for
a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to
focus learning on key features of technology education.
This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology.
It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the
technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by
the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology
education that are relevant across all age groups, contexts and technological areas. These key features were collectively
termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student
work levelled against the matrix indicators of progression for brief development. 相似文献
3.
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
4.
This paper investigates the interactions between design students’ cognitive styles, as measured by Riding’s Cognitive Styles
Analysis, and performance in 2D drafting and design tasks in digital media. An empirical research revealed that Imager students
outperformed Verbalisers in both drafting and creativity scores. Wholist–Analytic cognitive style dimension was found to be
independent from drafting and design performance. The study suggests that examining the cognitive styles of students in Computer
Aided Design (CAD) education deserves further attention and may facilitate for improvements in learning processes. 相似文献
5.
Designers as Teachers and Learners: Transferring Workplace Design Practice into Educational Settings
B. Mawson 《International Journal of Technology and Design Education》2007,17(2):163-177
The nature of the design process and how to develop this skill in novice designers has been of considerable interest to technology
educators. The relationship between workplace and school-based design is one area in which a need for further research has
been identified by Hill and Anning (2001, International Journal of Technology and Design Education
11, 111–136). The research project described in this article had two aims. The first was to compare the workplace practice of
six experienced designers with their practice when working on a technological assessment task as part of a pre-service teacher
education programme. The second aim was to investigate their experience on teaching practicum in developing design skills
with secondary school students. Findings from the research are described and the paper concludes with a discussion of the
implications for teaching technology education. 相似文献
6.
Shinyi Lin Tse-Hua Shih Ruiling Lu 《International Journal of Technology and Design Education》2013,23(2):179-190
Use of innovative learning/instruction mode, embedded in the Certification Pathway System (CPS) developed by Certiport TM, is geared toward Internet and Computing Benchmark & Mentor specifically for IC³ certification. The Internet and Computing Core Certification (IC3), as an industrybased credentialing program, utilizes CPS and has been recognized by the Certification Recognition Program of the National Skill Standards Board (NSSB) in the US. The CPS, as an individualized learning plan, gears to guide learners through the learning process of pre-assessment, training, practice tests, and portfolio management. The study is to examine whether there are differential effects on computer competency and performance, specifically taking into account gender and types of enrolled program in relation to career and technical education. Our research addresses whether the gender-related differences along with enrolled programs and levels of study differ in performance of information and communications technologies (ICT) including the aspects of Computer Fundamentals (CF), Key Applications (KA), and Living Online (LO). A total of 185 university students were randomly assigned to participate in the CPS and encouraged to take a series of certifying exams. In addition to the official certifying exams, the participants took the CPS which focuses on the three learning processes, i.e., preassessment, training, practice tests. The results showed that gender-related differences exist in all three aspects of ICT performance. In terms of levels of study (LS), differences existed only in the aspects of CF and LO. Various types of enrolled programs (i.e. day program, evening program, weekend program) differ in all the three aspects (i.e., CF, KA, LO). Further discussion and implications were also included. 相似文献
7.
Future elementary school teachers often lack self-efficacy for teaching science and technology. They are particularly anxious
about encouraging children to carry-out student-directed, open-ended scientific inquiry and/or technological design projects.
Moreover, because this often also is the case with practising elementary school teachers, it is difficult for student–teachers
to gain practical experience facilitating student-led project work during practicum sessions. To provide student–teachers
with expertise and motivation for promoting student-directed, open-ended project work, therefore, a group of future elementary
teachers were taken through a constructivism-informed ‘apprenticeship’ during their university-based teaching methods course
and then invited to make project work the subject of the action research that they were required to complete during their
practicum. In this paper, successes that one student–teacher (out of 78 studied) experienced in promoting student-directed,
open-ended technological design projects are reported. Although she judged children’s designs to be modestly successful, data
indicate that her self-efficacy for promoting project work increased significantly. Analyses of qualitative data collected
during the methods course and practicum also indicate that aspects of the curriculum, teachers, students and milieu appeared to contribute to this success. Such findings suggest that teacher educators should focus on helping future elementary
teachers to develop expertise and motivation that would enable and encourage children to conduct technological design projects
before conducting scientific inquiries. Such a tack may be the most pragmatic—and, arguably, epistemologically-sound—approach for
helping ‘science- and technology-phobic’ student–teachers to move from the periphery to the core of practices in science and
technology education. 相似文献
8.
Sarah J. Stein Ian S. Ginns Christine V. McDonald 《International Journal of Technology and Design Education》2007,17(2):179-195
The introduction of technology education in primary and secondary schools during the past 10–15 years around the world has
presented a number of difficulties for teachers, primarily related to their coming to understand the phenomenon of technology
and to conceptualise the technology learning area in line with national frameworks. This paper reports on a professional development
experience that aimed to assist a small group of primary school teachers to develop their understandings of technology and
technology education. A theoretical model framed a series of professional development interactions between the researchers
and the experienced teachers who were new to teaching technology. Data sources included teacher interviews, video recordings
of the activities, teacher made models, and extracts from their reflective journals. The study presented some insights into
how professional development experiences for teachers new to technology could be organised and implemented to best support
their developing technology practices and understandings. 相似文献
9.
Mario J. Durán Sergio Gallardo Sergio L. Toral Rocío Martínez-Torres Federico J. Barrero 《International Journal of Technology and Design Education》2007,17(1):55-73
Learner-centred approaches follow the prevailing tendency in modern University reforms which are primarily concerned about
“how people learn”. The methodologies can be learner-centred in the sense of placing the student as the main actor of the
teaching–learning process by increasing his interactivity and participation, but also considering what is relevant for the
student by measuring the learner satisfaction. In order to promote both aspects, this paper proposes a synchronous software-based
active methodology that makes use of the simulations to show a virtual scenario to the students and challenge them to predict
and discuss the evolution of the scenario. The proposed methodology improves the visual interface, promotes discussion both
among students and with the teacher in a brainstorming stage and shows real-world examples. This software-based methodology
has been implemented into an Electric Machinery course at the University of Seville (Spain), and the evaluation has been carried
out considering both the affective and cognitive domains. Principal components analysis proves to be useful to highlight the
dimensions with a higher influence on learner satisfaction and the affective and cognitive results confirm the successful
implementation of the proposal. 相似文献
10.
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
11.
12.
As we have noticed from our own classroom experiences, children often find it difficult to identify the adequate operations
learned in mathematics class when they are solving mechanical-operators problems in Technology class. We wanted to design
a project that exploits the idea of a hands-on relationship between mathematics and technology to teach students the concept
of ‘transmission coefficient’ in schools. Our purpose was to bridge mathematical knowledge and mechanical parts in technological
devices. Our belief was that visual-tangible representations enhance human cognition by scaffolding the information process.
We supplied a kit with rubber foam (Fomi) and balsa wood parts to construct an analogical clock. This included a series of gears to work with three different ratios.
The project was conducted in 2007 and 2008, with 38 students ranging from 10 to 14 years of age. The students were from the
5th and 7th grades in two different schools. The project included six stages of both theory and hands-on work. In a final
stage, the students were given a written test. All students were able to make workable systems of their design for a time-measuring
device. This proved important for technological education. On the other hand, manipulating gears along with visual reasoning
strategies allowed all students to achieve an understanding of operations with fractions. We think this is a major achievement
in mathematical education. 相似文献
13.
The issue of children’s conceptions of technology and technology education is seen as important by technology educators. While
there is a solid body of literature that documents groups of children’s understandings of technology and technology education,
this is primarily focused on snapshot studies of children aged 11 and above. There is little literature relating to individual
children’s changing conceptions over time, or to children younger than 11. This paper documents and discusses the changing
understanding of the meaning of the word ‘technology’ of seven children over their first 6 years of primary school (age 5–10).
It seeks to explain the source of the children’s understandings of the word ‘technology’ and to suggest some teaching and
planning implications for technology educators. 相似文献
14.
Ros McLellan Bill Nicholl 《International Journal of Technology and Design Education》2011,21(1):71-92
Creativity is acknowledged to be important for economic growth and as an everyday life-skill, however several influential
reports have suggested that education could do more to harness creative talent. Creative cognition literature suggests the
lack of creativity is at least partly the result of ‘fixation’ (difficulty in generating novel ideas due to imagination being
‘structured’ by existing knowledge). This paper focuses on the secondary (students aged 11–16 years) design and technology
(D&T) context in the UK. Here we examine whether teacher practice can contribute to fixation by focusing on one specific facet
of teacher practice in D&T; the use of product analysis to inform the generation of creative design ideas. Data is drawn from
the preliminary phase of a research and intervention project from interviews with D&T teachers (N = 14), students (N = 126) and lesson observations (N = 10) and an analysis of documents and student work. Product analysis is widely used at different points in design projects
but, as is shown, in all cases current practice can lead to fixation, as thinking is constrained down specific paths and tasks
are at best at procedural rather than comprehension level. The implications of these findings and tentative ways forward for
practitioners are discussed. 相似文献
15.
This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers
in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed,
together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom
performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher
perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally
in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design
and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes
within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with
the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
16.
Roger Elmer 《International Journal of Technology and Design Education》1998,8(3):221-240
The paper describes aspects of a larger study that explored what did happen as opposed to what should have happened for eight
students on a BA Design and Technology course in a college of higher education. To seek the actual rather than the desired,
an ethnographic methodology was used to minimise the influence of any prescribed view of design and technology. The data source
was interviews, conducted with students over the four years of their course.
Two analytical ‘tools’ emerged during the study and certain facets of the process of analysis are illustrated in the paper
through one respondent's use of one of the tools. The outcome of this analysis exemplifies a central outcome of the study,
that respondents experience tension between the intention of making change to the made-world through designing and the intention
of making change to themselves through learning.
The paper concludes with a critical examination of the methodology and examines this conflict of learners' intentions in the
design and technology education literature.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
17.
Multidisciplinary Technology Education 总被引:1,自引:0,他引:1
Contrary to a tale that is being told in the US, there is no transhistorical, universally pristine organisation of technology.
This article resituates technology education in the contested, historico-political terrain to which it belongs. The current,
and only, model of the technology discipline is interrogated in order to interrupt a project with roots bound up with a doctrinaire,
academic conservatism popularised during the early 1960s. Following a lively critique of the technology mono-discipline, comparative
curriculum is used for path-finding and interpretation. Counter to the mono-discipline model of technology, the conceptual
parameters of a critical and plural multidiscipline are outlined. ‘Multidisciplinary Technology Education’ (MTE), inspired
through efforts in art education, is proposed as a middle path between the technology mono-discipline and Design and Technology.
MTE is balanced over four interdisciplines – Practice, Design, Studies and Criticism – with an end in technological sensibility
and political sagacity.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
18.
J. L. Bencze 《International Journal of Technology and Design Education》2001,11(3):273-298
The status quo for school science and technology is unacceptable. While the former often is required for admission to university engineering,
as well as to science programmes, the latter is deemed most appropriate for less able, concrete thinkers. This situation persists,
despite the fact school science tends to generate large groups of citizens who are relatively scientifically and technologically
illiterate, largely as a result of its preoccupation with identifying and training potential scientists and engineers. This
practice is tyrannical. It must be abandoned forthwith. A realistic alternative is a combined technology and science programme
– perhaps called 'technoscience' education – that would treat science and technology as equals. Such courses may, as well,
be more democratic in the sense that technological problem solving often is more natural to everyday situations that everyone
may find useful, not just future scientists or engineers. A framework for combined technology and science courses is described
and defended here. Originally developed through collaborative action research amongst practising teachers of science, the
approach appears to be feasible, under certain – perhaps ideal – conditions. A number of changes to science and technology
education may be necessary for broader implementation, not the least of which is a general retrenchment in expectations for
pre-determined learning, along with adjustments to teacher education. Nevertheless, the approach is recommended because of
its emphasis on: personalization, inclusion, problematization, explicitness, apprenticeship, authenticity, contextualization
and freedom.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
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
20.
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