Showing papers in "International Journal of Technology and Design Education in 2013"
TL;DR: In this article, a project-based learning (PjBL) activity that integrated STEM using survey and interview methods was conducted to examine student attitudes towards STEM before and after the PjBL activity.
Abstract: Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview methods. The participants were 30 freshmen with engineering related backgrounds from five institutes of technology in Taiwan. Questionnaires and semi-structured interviews were used to examine student attitudes towards STEM before and after the PjBL activity. The results of the survey showed that students’ attitudes to the subject of engineering changed significantly. Most of the students recognized the importance of STEM in the science and engineering disciplines; they mentioned in interview that the possession of professional science knowledge is useful to their future career and that technology may improve our lives and society, making the world a more convenient and efficient place. In conclusion, combining PjBL with STEM can increase effectiveness, generate meaningful learning and influence student attitudes in future career pursuit. Students are positive towards combining PjBL with STEM.
361 citations
TL;DR: The International Handbook of Research and Development in Technology Education (Jones and de Vries 2009) as discussed by the authors reviewed the development of technology education over the last 20-25 years and reflected on how far the field has come and where it might go to, including what questions need to be considered in its ongoing development.
Abstract: This paper attempts to review the development of technology education over the last 20–25 years. The purpose is to reflect on how far the field has come and where it might go to, including what questions need to be considered in its ongoing development. The data for this paper draw on our work in developing The International Handbook of Research and Developmentin Technology Education (Jones and de Vries 2009). However, the paper is more than a summary of this work, instead representing a synthesis in its own right. The work was not undertaken to report solely on the collective achievement of a large number of people internationally, but rather to use this as a means for setting a sound foundation for future research, development and teaching in technology education. By considering the underlying philosophy, international development of curriculum, relationships of technology education with other subject areas, teaching, learning and assessment as well as teacher education, and educational research, we are able to scope past activities and present an agenda for moving forward in teaching, research and development.
142 citations
TL;DR: In this paper, the authors identify key characteristics of design-based learning in higher engineering education and identify four relevant dimensions for organizing these characteristics: the project characteristics, the role of the teacher, the assessment methods, and the social context.
Abstract: Design-based learning (DBL) is an educational approach grounded in the processes of inquiry and reasoning towards generating innovative artifacts, systems and solutions. The approach is well characterized in the context of learning natural sciences in secondary education. Less is known, however, of its characteristics in the context of higher engineering education. The purpose of this review study is to identify key characteristics of DBL in higher engineering education. From the tenets of engineering design practices and higher engineering education contexts we identified four relevant dimensions for organizing these characteristics: the project characteristics, the role of the teacher, the assessment methods, and the social context. Drawing on these four dimensions, we systematically reviewed the state-of-the-art empirical literature on DBL or DBL-like educational projects in higher engineering education. Based on this review we conclude that DBL projects consist of open-ended, hands-on, authentic and multidisciplinary design tasks resembling the community of engineering professionals. Teachers facilitate both the process of gaining domain-specific knowledge and the thinking activities relevant to propose innovative solutions. Teachers scaffold students in the development from novice to expert engineers. Assessment is characterized by formative and summative of both individual and team products and processes and by the use of a variety of assessment instruments. Finally, the social context of DBL projects includes peer-to-peer collaboration in which students work in teams. The implications of these findings for further research on DBL in higher engineering education are discussed.
110 citations
TL;DR: In this article, a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge is described.
Abstract: In this article we describe a holistic, ecological framework that takes into account the surface structures and pedagogical approaches in the studio and how these elements are connected to the construction of design knowledge: epistemology. In our development of this framework, we came to understand how disciplinary underpinnings and academic culture shape the ways that studio is enacted. Using practice theory, we illustrate our framework with two examples—one in Industrial Design and another in Human Computer Interaction—that demonstrate the ways in which the studio can act as a bridge between academic and professional communities. We came to see the studio as a unique practice community that connects academic and professional contexts. We argue that successful implementation of studio-based learning involves an awareness of disciplinary canons, ontological approaches to knowledge, and the academic constraints on studio-based approaches to learning.
106 citations
TL;DR: In this paper, the TangibleK Robotics Program was used to determine whether kindergarten boys and girls were equally successful in a series of building and programming tasks, and the results showed that both genders were able to successfully complete the program.
Abstract: Early childhood is a critical period for introducing girls to traditionally masculine fields of science and technology before more extreme gender stereotypes surface in later years. This study looks at the TangibleK Robotics Program in order to determine whether kindergarten boys and girls were equally successful in a series of building and programming tasks. The TangibleK Program consisted of a six lesson robotics and programming curriculum that was implemented in three different kindergarten classrooms (N = 53 students). Although previous research has found that males outperform females in robotics and programming related fields, it was hypothesized that the young age of participants and their limited cultural indoctrination regarding gender stereotypes would allow boys and girls to have equal success in this program. Although boys had a higher mean score than girls on more than half of the tasks, very few of these differences were statistically significant. Boys scored significantly higher than girls only in two areas: properly attaching robotic materials, and programming using Ifs. Overall, both boys and girls were able to successfully complete the program.
104 citations
TL;DR: In this paper, the authors studied the long-term impact that selected instructional interventions, based on research in metacognition and learning theory, have on students' creativity and found that students who participated in one or both interventions finished with significantly higher levels of creative thinking.
Abstract: The goal of this research was to determine the long-term impact that selected instructional interventions, based on research in metacognition and learning theory, have on students’ creativity. The study builds off research that has been conducted documenting the impact of creative thinking based instructional interventions. The study tracked design students beginning their freshman year to determine if observed improvements have been maintained throughout 4 years of undergraduate study. Preliminary research statistically tested the introduction of structured metacognitive skills on the development of creative thinking ability for a diverse population of undergraduate design students. This research indicated that an approach to education influenced by research in learning theory and metacognition does, in the short-term, result in students who are more creative. By continuing testing throughout students’ education an equally important question was answered. To what degree do students maintain or improve this level of enhanced creative thinking ability over an extended period of time? The findings showed that students who participated in one or both interventions finished with significantly higher levels of creative thinking. The knowledge gained also demonstrated how newly structured educational interventions utilizing online blogs and other Internet based technologies were successful in enhancing and maintaining students’ creative thinking abilities. The goal was to provide educators with insight and guidance in the application of a metacognitive approach and to introduce available technologies to aid in this process. This study provides educators with a plan of action consisting of a toolbox of creative strategies and a framework for a reflective approach.
75 citations
TL;DR: Newmann and Wehlage as mentioned in this paper investigated perspectives of authenticity, authentic learning, and authentic activities and presented a model of authentic technology for producing quality technological outcomes for teaching and learning in the twenty-first century.
Abstract: To meet the intentions of the New Zealand Curriculum 2007 teachers must critically reflect on their role and their idea of what defines ‘best practice’ for teaching and learning in the twenty-first century. The teacher’s role has changed considerably over time. There is now, more than ever, a need for much greater transparency, accountability and collaborative practice within education. Famous philosophers and theorists including Plato, Rousseau and Dewey have expounded ideals of authenticity and authentic engagement, but it is only with the spread of constructivism that authenticity has gained more favour. The authors will investigate perspectives of authenticity, authentic learning, and authentic activities (Kreber et al. in Adult Educ Q Am Assoc Adult Contin Educ 58(1):22–43, 2007; Newmann in Authentic achievement: restructuring schools for intellectual quality, Jossey-Bass Publishers, San Fransisco, 1996; Newmann and Wehlage in Educ Leadersh 50(7):8–12, 1993; Reeves et al. in Quality conversations. Paper presented at the 25th HERDSA annual conference, 2002; Splitter in Stud Philos Educ 28(2):135–151, 2008). Through qualitative investigation they identify and summarise key viewpoints and demonstrate how these can be successfully implemented through programmes of technology education. A model of authentic technology for producing quality technological outcomes is presented. The authors show how an activity from an initial teacher education course in technology education uses identified aspects of authentic technological practice through the various dimensions of authenticity to develop enduring learning for students. They consider the role of context in developing learning and introduce some new ideas on successful student engagement in the field of conation (Riggs and Gholar in Strategies that promote student engagement, Corwin Press, California, 2009). Conation is defined as the will, drive and effort behind students’ engagement in learning and is increasingly seen as an integral part of authentic education.
62 citations
TL;DR: The authors argues that current and future research on sustainable development in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth's carrying capacity.
Abstract: When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in “securing sustainable life chances, aspirations and futures for young people”. This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth’s carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge.
62 citations
TL;DR: A review of journals and conference publications in technology education from 2006 to 2010 as one measure of the nature of research that was being conducted in the area (Williams in Int J Technol Des Educ 23(1):1-9, 2013) is presented in this article.
Abstract: In 2013 I published, in this Journal, a review of journals and conference publications in Technology Education from 2006 to 2010 as one measure of the nature of research that was being conducted in the area (Williams in Int J Technol Des Educ 23(1):1–9, 2013). An element of that review was a prediction of trends, from the findings, to speculate about what research areas may develop and become more significant and more common in the future. This prediction was integrated with personal experiences and understandings to result in a speculative discussion of future trends. This Research Note represents an extended review, both in terms of the journals and conferences covered, and the time period to include 2011–2013, in order to evaluate those predictions and refine possible future trends, and to answer the research question:
What are the developments and trends in Technology Education research? It is hoped that this will be useful to researchers in the area of Technology Education who are planning research, and to stimulate discussion about the research that is needed in this area.
54 citations
TL;DR: In this paper, the authors studied the influence of the MBTI profiles of student profiles on the final success of project-based learning (PBL) groups, and found that the leadership style associated with the profile of the student playing the role of group coordinator and the members' profile combinations have an influence on the group's success.
Abstract: Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects The students have to conduct significant projects and cope with realistic working conditions and scenarios PBL is generally done by groups of students working together towards a common goal Several factors play a significant role on the final success of each group It is not only the technical aspects that have an influence on their final achievements, but also the human aspects and group dynamics These dynamics can be studied through personality assessments, the Myers-Brigss Type Indicator (MBTI) being one of the most used and well-known methods The MBTI is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions Although MBTI strictly speaking just only identifies a personality type of an individual, it taps into key aspects of personality and behavior in areas such as communication, problem solving, decision making, and interpersonal relations Several studies have also related MBTI profiles with leadership styles The MBTI also helps in understanding group dynamics, analyzing shortcomings in an individual’s style and how the style affects the group as a whole MBTI has been widely used in Team Building, Conflict Resolutions, Communication Skills and Understanding The purpose of this work is to study how different combinations of student profiles could explain different group dynamics and at the same time, to predict the final success in a group Knowing more about the personality of the team members, their leadership styles and how different personalities get along or conflict with each other can be useful information for building successful PBL groups To this purpose, the final results of eight different student groups are analyzed, studying the influence of the MBTI profiles of their members with the group success The final results obtained in this study suggest that the leadership style associated with the profile of the student playing the role of group coordinator and the members’ profile combinations have an influence on the group’s success
42 citations
TL;DR: In this article, the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed "embedded" contexts.
Abstract: This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed ‘embedded’ contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological innovations—which feature a fully integrated web 2.0 learning environment and design studio—and concepts behind a new course in Design Thinking are explained in detail. In teaching the more generic skills of design and developing experiential knowledge in students, the paper also explores the changing role of designers in becoming less problem-focussed and more socially engaged through the construction of design process. The paper ends by presenting the results of an extensive student and tutor survey as part of an ongoing longitudinal study which indicate that this new approach to teaching design has been successful.
TL;DR: In this paper, the authors describe elementary students' collaborative lamp designing process, where the leadership was provided by a professional designer, and a data-driven qualitative content analysis was conducted for categorizing the scaffolding activities of the designer.
Abstract: The main goal of the present study was to provide insights into how disciplinary expertise might be infused into Design and Technology classrooms and how authentic processes based on professional design practices might be constructed. We describe elementary students’ collaborative lamp designing process, where the leadership was provided by a professional designer. The video-recorded lessons on lamp designing and the “Lamp Designing” view of the project’s database constituted the data sources of the study. A data-driven qualitative content analysis was conducted for categorizing the scaffolding activities of the designer. The results indicate that the designer’s participation opened up the world of designing for the students. This enabled the students to engage in embodied design practices, and to gain new insights of the professional mechanisms of designing. Having the professional designer working with them, provided students with the opportunity to gain the full potential that solving complex design problems can offer to learning.
TL;DR: In this paper, the authors synthesize early works on imagination carried out between 1900 and 2012 to clarify its meaning and identify potential indicators, including novelty, productivity, sensibility, intuition, focusing, and exploration.
Abstract: Imagination is a gift to humans, and a creative faculty of the mind. Although early studies in the fields of philosophy and psychology appreciated the value of imagination, little work has been done pertaining to indicators of imagination. This study synthesized early works on imagination carried out between 1900 and 2012 to clarify its meaning and identify potential indicators. Then, two groups of samples in the field of multimedia design were collected and validated through factor analysis. There were two dimensions and ten indicators of imagination that emerged during this inquiry. The first dimension is “creative imagination,” which includes the indicators of novelty, productivity, sensibility, intuition, focusing, and exploration. The second dimension is “reproductive imagination,” which includes the indicators of effectiveness, dialectics, crystallization, and transformation. The two dimensions reveal not only distinct differences that characterize their uniqueness, but also certain shared features. A theoretical construct of imagination index is summarized. Critical reflections on virtual experience design and discussions for future studies are also proposed.
TL;DR: In this article, the authors present results from semi-structured group interviews with teachers and supervisors who educate students in the Energy program and the Industry program in Swedish upper secondary school.
Abstract: In vocational education, teaching and learning are expected to take place in the different learning arenas; schools and workplaces. In such a dual school system, the question of transfer is vital, i.e. how to use knowledge learned in previous situations in new situations. This article is an empirical contribution to research concerning transfer, by means of results from semi-structured group interviews with teachers and supervisors who educate students in the Energy program and the Industry program in Swedish upper secondary school. The interviews were analysed by analyses of narratives. The results show four themes of transfer in the interviews: (1) transfer of basic knowledge, (2) transfer of principles and skills, (3) transfer of written materials and real life and (4) transfer of experiences. The results also show three factors that are crucial in order to create possibilities for transfer: (1) communication, (2) financial resources and (3) reflection. These factors demand close cooperation between the teachers and supervisors during the students’ vocational education.
TL;DR: In this paper, the authors argue that although there are inseperable links between design and technology, the structure of a technology curriculum could be a barrier to opportunities for effective design thinking.
Abstract: “We know that progress depends on discovery, inventions, creativity and design, but we have simply supposed that it happens anyway,” de Bono (1999 p. 43). Technology education is ostensibly a foundation for future designers and creative thinking. However evidence of good design or creative thinking in outcomes displayed in school technology studios is limited. Technology is inextricably linked with applied science, but I argue that scientific method couldn’t be further from creativity and designing as technology education based on this premise can confine problem solving to a set of prescribed components that harness teachers to narrowly defined and deeply focused goals. This paper attempts to analyse the nature of this phenomenom, debate the place of creativity, imagination and personal sensitivities as part of designing and demonstrate that although there are inseperable links between design and technology the structure of a technology curriculum could be a barrier to opportunities for effective design thinking.
TL;DR: In this article, the authors argue that affective domain, especially in the field of building learners' personalized value systems, is essential to designing outcome-based architectural programs, and that Interactive Studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
Abstract: Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or ‘inputs’ to outcome based, student-centred educational approach. Within the outcome based model, students’ performance is assessed against measureable objectives that relate acquired knowledge and skills to performance expectations in higher level courses or real world architectural practice. Bloom’s taxonomy has been widely accepted as a useful tool for defining learning outcomes. It references three domains that impinge on the learning process including the ‘cognitive,’ ‘affective’ and ‘psychomotor.’ In practice, most of the attention is paid to the cognitive domain. Considering the interdisciplinary and multivalent character of architecture (as discipline), curriculum design cannot be founded primarily on cognitive-based outcomes. This paper argues that affective domain, especially in the field of building learners’ personalized value systems, is essential to designing outcome based architectural programs. Interactive studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
TL;DR: In this article, the authors describe four typical examples of the technological activity that occurs on a daily basis in New Zealand early childhood settings and suggest that children come to compulsory schooling with well-developed technological knowledge and competence in instigating and carrying out technological tasks.
Abstract: There has been very little research into children’s technological practice in early childhood settings. This article describes four typical examples of the technological activity that occurs on a daily basis in New Zealand early childhood settings. It is suggested that children come to compulsory schooling with well-developed technological knowledge and competence in instigating and carrying out technological tasks that is not recognized and taken advantage of by the majority of primary early years programme developers and teachers. A number of ways by which early years school technology programmes could benefit by recognizing the extent of children’s emergent technological literacy and amending programme delivery and teaching strategies are detailed.
TL;DR: An overview of some efforts and possible answers resulting from intensive research into spatial ability and skills and their implementation in the conception of graphics education in engineering environment is presented.
Abstract: Spatial ability has been confirmed to be of particular importance for successful engineering graphics education and to be a component of human intelligence that can be improved through instruction and training. Consequently, the creation and communication by means of graphics demand careful development of spatial skills provided by the balanced curricula based on the research results in multi disciplinary area. The approach to engineering graphics education had been transformed to meet spatial skills improvement even before significant and fast changes arose from the development of computer technology enabling the engineer powerful tools and techniques. The correlation and interference between new technologies widely introduced in engineering graphics education and spatial ability/skills, have initiated new studies to establish the basis of holistic engineering graphics education. This paper presents the overview of some efforts and possible answers resulting from intensive research into spatial ability and skills and their implementation in the conception of graphics education in engineering environment.
TL;DR: In this article, a professional development that was designed and implemented in an attempt to broaden teachers' knowledge of the nature of technology and also enhance their technological pedagogical practices was presented.
Abstract: This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers’ knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in subsequent phases. On-going support, reflection and feedback underpinned the professional development processes to enhance teachers’ prospects of putting aside old traditions and culture to implement new practices in their classrooms. The teachers collaboratively explored new concepts through readings of selected scholarly papers, making presentations of their views generated from the readings and engaging with peers in discussing learning, curriculum issues and concepts related to the nature of technology and technology education. A qualitative analysis of the teachers’ journey through the phases of the professional development showed the teachers’ enhanced knowledge of technology and technology education. However, their classroom practices showed technological pedagogical techniques that reflected their traditional strategies for teaching technical subjects. It is argued that although the teachers’ conceptualisation of learning in technology was still fragile at this point, attempts to shift teachers’ beliefs and practices require deep theoretical grounding and transferring that into technological practices. A professional development built on existing ideas and context helps expand the teachers’ views about the nature of technology and technology education.
TL;DR: In this article, the authors described what the necessary knowledge, skills and values are that a qualified teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities.
Abstract: Compared to other subjects Technology Education (TE) is regarded as a new subject both nationally and internationally. In the absence of an established subject philosophy Technology educators had little alternative than to base their professional teaching and learning practices on approaches from other fields of knowledge and to adapt these. TE is one of the compulsory subjects for learners in South Africa from grade 4–9 since 1998. One of the challenges was the fact that no previous teacher training programmes existed for Technology thus new ones had to be developed. This research described what the necessary knowledge, skills and values are that a qualified Technology teacher should possess and determined if teacher training institutions in South Africa provide opportunities to develop this qualities. Qualitative research was used to provide insight into the nature of pre-service Technology training programmes in South Africa, in order to identify shortcomings in the pre-service training of Technology teachers. The population consisted of senior faculty who have experience in the developing of pre-service training programmes and the training of Technology teachers. Findings of the study suggest a greater focus on the training of Technology teachers as subject specialists by establishing standards that is appropriate for tertiary training in order to enhance the development of subject knowledge; subject specific pedagogical content knowledge by implementing micro lessons; revision of time, planning and facilities for the practising of subject skills; and sufficient opportunities to practise, analyse and reflect on teaching processes to develop appropriate teaching strategies.
TL;DR: In this article, the authors present a study of systems thinking among 27 primary pupils (8-10 years old) and their teacher, focusing on finding an answer to three questions: (1) do pupils see a system as a structure consisting of main and subparts, (2) what are the inputs and outputs that they consider to be important for a system, and (3) can they define the boundaries of a system.
Abstract: This paper presents a study of systems thinking among 27 primary pupils (8–10 years old) and their teacher. The study included a pre-test for the teacher and the pupils, lesson planning, the actual lesson and a post-test for the pupils. The research focused on finding an answer to three questions: (1) do pupils see a system as a structure consisting of main- and subparts, (2) what are the inputs and outputs that they consider to be important for a system, and (3) can they define the boundaries of a system. Analysis revealed that the pupils showed some understanding of machines consisting of parts with different functions, or that a sequence of steps is required to complete a process. Systems, however, were mainly described in terms of what the user can experience, instead of what the machine itself does. The concept of input was more obvious to the pupils than output. It appears that setting boundaries to systems was a challenging task because what a system does and what a user does seemed to overlap. Nevertheless, by including basic principles of systems thinking, the teacher was able to introduce alternatives to approach the problems discussed during the lesson. Even though systems thinking was rather limited in a broader sense, the pupils were able to reach beyond basic descriptions, and they used new practices to explain and label artefacts.
TL;DR: The authors explored young 5-6-year old children's design-based learning of science through building working physical systems and examined their evolving conceptions of water flow, finding that through building, the experimental group children's understanding of related physical rules grew substantially, showing a strong effect size.
Abstract: The present study explored young 5-6-year old children's design-based learning of science through building working physical systems and examined their evolving conceptions of water flow. Fifteen children in an experimental group individually built water-pipe systems during four sessions that included end-of-session interviews. In addition, they were interviewed with a pretest and posttest. The interviews consisted of near and far transfer tasks testing for the children's understanding of three physical rules of water flow and their combined application. To control for testing, maturation and famil- iarity with the interviewer, a control group was interviewed as well. It was found that through building, the experimental group children's understanding of the related physical rules grew substantially, showing a strong effect size. Moreover, the builders demonstrated budding abilities in coordinating two physical rules. Three distinct conceptual models regarding water flow were found: water can flow along a path disregarding height con- siderations; water can only flow downwards; and a coordinated view combining gravita- tional considerations and equilibration within connected vessels. The children's new understandings were found to be local, fragile and bound by developmental constraints. The control group but not the experimental group learned one of the physical rules in the far transfer tasks. The merits and limits of learning science through designing and con- structing working physical devices are discussed.
TL;DR: In this article, the authors used an international panel of experts to develop a list of important research issues for the school subject of technology education and for the preparation of teachers to better teach it to pupils.
Abstract: These authors report the findings of a study that sought to determine the most relevant research issues needed to be studied by the technology education profession. It used an international panel of experts to develop a list of important research issues for the school subject of technology education and for the preparation of teachers to better teach it to pupils.
TL;DR: In this paper, the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in the context of online CPS were investigated.
Abstract: The purpose of this study was to investigate the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in the context of online CPS. A pretest–posttest quasi-experiment was conducted with 107 fourth-grade students in Taiwan. The quantitative analysis revealed that the technological creativity of the online-CPS students was better than that of the traditional group. It was evident that students in the online-CPS groups were better at analytic than at synthetic thinking. Metaphor and analogy were used to produce new ideas most frequently. In addition to generating ideas by themselves, students arrived at solutions by refining and adapting others’ thoughts with little discussion or interaction on the web. Consideration of the feasibility of production was the most important factor in the technological creativity of students.
TL;DR: Pupils should be allowed to use the engineers’ non-scientific models as well as scientific ones when doing design work in school technology, to explain the limitations of models, the relation between model and reality, and the differences between science and technology.
Abstract: Engineers commonly use rules, theories and models that lack scientific justification. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts and they are used for this when convenient. Engineers’ work is a common prototype for the pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models as well as scientific ones when doing design work in school technology. The acceptance of the non-scientific models for action guidance could be experienced as contradictory by pupils and teachers alike: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology. Technology is first and foremost what leads to useful results, not about finding the truth or generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.
TL;DR: In this paper, an approach to studying issues in technology and science, which integrates design and inquiry activities towards creating and exploring technological models of scientific phenomena, is presented in a context where the learner inquires into a biological phenomenon and develops its representation in the form of a robotic model.
Abstract: This paper considers an approach to studying issues in technology and science, which integrates design and inquiry activities towards creating and exploring technological models of scientific phenomena. We implemented this approach in a context where the learner inquires into a biological phenomenon and develops its representation in the form of a robotic model. Our multi-case study involved middle school students and prospective teachers. We considered learning processes, in which the learners used PicoCricket robot construction kits to create a variety of bio-inspired robotic models. We present two such models and the teaching strategy which organizes modeling activities into five learning stages. Based on analysis of learning activities and their outcomes along with the studied cases, we explored characteristics of the learning environment and of the proposed integrative teaching approach. The findings indicate the potential of modeling as a thread, tying together engineering design and scientific inquiry into an integrative learning activity.
TL;DR: In this article, the authors proposed an industrial design curriculum that meets practical workplace needs by applying quality function deployment (QFD), and proposed items that require special attention for the Industrial Design curriculum.
Abstract: Industrial design is a discipline that combines multiple professional fields. Enterprise demands for industrial design competencies also change over time; thus, the curriculum of industrial design education should be compatible with the current demands of the industry. However, scientific approaches have not been previously employed to plan industrial design curriculums. Therefore, a gap exists between the expectations of enterprises and the professional competencies of numerous graduates in the industrial design discipline. To solve this problem, we first identified the professional competencies required of industrial design professionals in industry and academia, and then ranked these competencies based on their degree of importance using the analytic hierarchy process (AHP). Subsequently, we planned an industrial design curriculum that meets practical workplace needs by applying quality function deployment (QFD), and proposed items that require special attention for the industrial design curriculum. The results of this study are as follows (1) we obtained a ranking of various items of the professional competencies in industrial design based on their degree of importance to determine which professional competencies should be specifically cultivated; (2) we planned an industrial design curriculum that addresses the needs of enterprises according to industrial design ability index (IDAI); and (3) we recommend the courses and subjects that should be emphasized and enhanced in the existing industrial design curriculum.
TL;DR: In this paper, the authors examined the use of text in the idea generation sketching process among novices and experts using electroencephalography (EEG) and found that experts generated better quality ideas, using similar thought processes.
Abstract: Sketching is widely used as a creative tool, playing a significant role in industrial design. Designers commonly use sketching to generate and evaluate ideas, leading to subsequent development of the most promising ideas. The current study examined the use of text in the idea generation sketching process among novices and experts. The electrophysiological correlates of thought processes were measured using electroencephalography (EEG). The thought process involved in idea generation was coded according to working memory components, and sketches were scored. The results revealed that experts generated better quality ideas, using similar thought processes. Importantly, the use of text increased the number of creative elements in ideas with lower creative quality among both novices and seniors. Electrophysiological analysis revealed that EEG signals corresponded with this behavioral pattern. Novices showed an activation pattern of low creativity, and the use of text activates the right hemisphere. Overall, the results revealed that the quality of concepts stored in memory was associated with a difference in quality between experts and novices, and that text elicited a higher volume of diverse analytical thinking that helped broaden creative possibilities rather than improving creative quality.
TL;DR: In this article, the authors analyzed the interaction between elementary students and a professional design expert, and found that relatively young students became aware of the rationale directing the design practice, and were able to solve multifaceted, complex design tasks.
Abstract: The purpose of the present article was to analyze the interaction between elementary students and a professional design expert. The expert was present in the classroom, facilitating a collaborative lamp designing process together with the teacher. Using the notion of figured worlds (Holland et al. 1998), we explored how learning could be expanded beyond traditional schooling by bridging the world of professional designing and the world of the inquiry-oriented classroom. The data consisted of video-recorded design sessions (N = 11) and the “Lamp Designing” view of the project’s electronic database. A qualitative content analysis was conducted for categorizing the social settings, the design inquiry phases, and the designer’s activities during the sessions. Three distinctive foci of the participants’ activity were identified in the present study: (1) Design rationale, (2) Design practices, and (3) Design community. The results indicate that, with the designer’s support, relatively young students became aware of the rationale directing the design practice, and were able to solve multifaceted, complex design tasks. The figured world of designing was collaboratively created in the classroom during the continuous interaction between the designer and the students. This enabled the students to recognize the meaning of the diverse design activities and practices they were learning. The figured world of designing was perceived as a world of possibility for the students, providing them new insights for learning within the world of schooling.
TL;DR: Students were encouraged to use creative problem solving (CPS) in constructing nanometer knowledge structure, and then to promote the performance of CMPING to explore that using creative problem solve can promote students’ performance of concept mapping (CMPING).
Abstract: 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.