Problem Solving in Real-Life Contexts: An Alternative for Design in Technology Education

This article focuses on one way to study technology, through technological problem solving situated in real-life contexts. In problem solving for real-life contexts, design processes are seen as creative, dynamic and iterative processes that engage exploration; join conceptual and procedural knowledge-both thought and action; and can encourage considerations to technology, human and environmental interactions. This approach is a demarcation from what is typically found in schools; design, make and appraise cycles based on closed design briefs that are teacher assigned and unrelated to the students' world. An interpretation of technology education as problem solving for real-life contexts using design processes as tools for creation and exploration offers an alternative approach to design in technology education. Alternative curriculum and instruction then emerge. Elementary and secondary school programs in technology education and teacher education can all be seen through this kind of design lens. Episodes from case studies are reported with the intent to briefly describe technology education programs in elementary and secondary schools that interpret technology education in this way. Educational implications of this approach are offered. This revised version was published online in August 2006 with corrections to the Cover Date.     

The Potential for Collaborative Problem Solving in Design and Technology

This paper discusses the potential of Design and Technology (D&T) as an environment for collaborative problem solving. Peer collaboration is considered to be a valuable learning mechanism but has not generally been exploited by teachers or explored by researchers in this context. D&T is unique in involving procedural problem-solving activity where talk between peers relates to physical manipulation and feedback and both concrete models and graphical representations play an important mediating role. The role of teachers is central to our discussion, particularly their task structuring, agendas and pedagogic strategies for supporting learning through collaboration; these have been underplayed in much of the general research literature on collaboration. Our discussion works towards a framework for analysing collaborative problem-solving activity in D&T, building on sociocultural perspectives and deriving additional insights into pupils' social and cognitive strategies from the literature on classroom talk.     

The Influences of Socio-cultural Interaction upon Children's Thinking and Actions in Prescribed and Open-Ended Problem Solving Situations (An Investigation Involving Design and Technology Lessons in English and Finnish Primary Schools)

The purpose of this study was to explore the value and impact of social interaction upon children's design and technological thinking and actions. The study was based on the assumption that constructivistic driven and open-ended, creative design learning contexts enabled children to form, as well as to reconstruct, their designing and making capabilities and knowledge. Children were required, by means of open and closed teaching methods, to technologically create a particular product which used sound for a chosen purpose.The resultant multiple data collection processes, using videos of children working, examination of children's completed projects and semi-structured interview techniques, enabled the authors to analyse childrens' acquisition of Design and Technology (D&T) knowledge.Pupil's capabilities were seen to be enhanced through their direct, active, socio-cultural interactions, within a range of classroom settings, and involving different teaching methods, with respect to the primary curricula in UK and Finland.     

中国能从发达国家的环境产业发展实践中学到什么

本文通过对发达国家环境产业发展实践与中国环境产业现状的比较,对我国环境产业的发展提出七方面的建议。它们是：环境产业的概念理解;环境产业的全面推进;环境产业驱动机制;环境市场的开拓;环境投入;环境技术创新;环境贸易。     

Collaborative Problem Solving in a Control Technology Learning Environment, a Pilot Study

We have investigated collaborative problem solving in a teaching experiment, which was organised for 34 eighth-grade pupils in a control technology learning environment. The participating teacher was trained by us and pupils had available kits, interfaces and computers equipped with a novel icon oriented programming tool, Empirica Control. Pupil activities were video recorded and the analysis proceeded through writing video protocols, edited into episodes and then classified into categories. Categories were mainly derived empirically. In the analysis, we used concepts such as collaboration and problem solving, in accordance with social constructivism. The data showed that typical learning processes were collaborative (62% of all episodes) as well as dynamic problem-solving processes, in several stages. Pupils worked quite independently of the teacher, as they learned to use the programming tool autonomously in their technology projects. It appears, however, that more teacher support, such as introducing handbooks, planning tools and advanced programming skills, would have been an advantage. Some ideas about further development of study processes in modern learning environments are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Political Ecology of Design and Technology Education: An Inquiry into Methods

At the beginning of this new century, design and technology educators face a serious dilemma: Practice conventional modes of design and technology, which have consumed proponents in Canada, England, Germany, and the US, or model design for sustainable lifestyles. Our conventional design, problem solving and technological methods embody a liberal, political ecology and in effect, these methods – our practices – are not sustainable. Using the political ecology of Nike shoes as an example, I describe ecological footprints, resource streams, and wakes as effective metaphors for sustainable practice. In contra-distinction to technocentric methods, I argue for modelling ecocentric processes rooted in political ecology and cultural studies. Attending to the political ecology of design and technology means nothing less than remodelling the design of lifestyles and reducing production and consumption in our practice.     

我国软件产业链:国际借鉴、存在问题与培育对策

本文从价值创造和产品结构两个方面论述了软件产业链，分析了美国、英国、印度、爱尔兰等国家在培育软件产业链方面的成功经验，从研发投入、风险投资、信息化的需求、企业组织结构、发展战略等方面，指出了中国软件产业链存在的突出问题，并提出了培育中国拥有核心竞争力的软件产业链的对策建议。     

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.     

新中国国民经济恢复时期的钢铁工业——从“零”起点到新生

进入21世纪,中国现代化的“车轮”在飞速奔驰。2008年,中国的钢产量有望达到5.3亿t,约为世界钢产量的40％左右。中国正在由钢铁大国向钢铁强国迈进。回顾新中国成立前后、国民经济三年恢复时期钢铁工业所走过的艰辛历程,确实是发人深思和意味深长的。