Showing papers in "International Journal of Technology and Design Education in 2018"

Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers

Abstract: In recent years, Singapore has increased its national emphasis on technology and engineering in early childhood education. Their newest initiative, the Playmaker Programme, has focused on teaching robotics and coding in preschool settings. Robotics offers a playful and collaborative way for children to engage with foundational technology and engineering concepts during their formative early childhood years. This study looks at a sample of preschool children (N = 98) from five early childhood centers in Singapore who completed a 7-week STEAM (Science, Technology, Engineering, Arts, and Mathematics) KIBO robotics curriculum in their classrooms called, “Dances from Around the World.” KIBO is a newly developed robotics kit that teaches both engineering and programming. KIBO’s actions are programmed using tangible programming blocks—no screen-time required. Children’s knowledge of programming concepts were assessed upon completion of the curriculum using the Solve-Its assessment. Results indicate that children were highly successful at mastering foundational programming concepts. Additionally, teachers were successful at promoting a collaborative and creative environment, but less successful at finding ways to engage with the greater school community through robotics. This research study was part of a large country-wide initiative to increase the use of developmentally appropriate engineering tools in early childhood settings. Implications for the design of technology, curriculum, and other resources are addressed.

Robotics and STEM Learning: Students' Achievements in Assignments According to the P3 Task Taxonomy--Practice, Problem Solving, and Projects.

Abstract: 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

Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr

Abstract: Computer programming tools for young children are being created and used in early childhood classrooms more than ever. However, little is known about the relationship between a teacher’s unique instructional style and their students’ ability to explore and retain programming content. In this mixed-methods study, quantitative and qualitative data were collected from N = 6 teachers and N = 222 Kindergarten through second grade students at six schools across the United States. These teachers and students participated in an investigation of the relationship between teaching styles and student learning outcomes. All participants engaged in a minimum of two lessons and a maximum of seven lessons using the ScratchJr programming environment to introduce coding. Teachers reported on their classroom structure, lesson plan, teaching style and comfort with technology. They also administered ScratchJr Solve It assessments to capture various aspects of students’ programming comprehension, which were analyzed for trends in learning outcomes. Results from this descriptive, exploratory study show that all students were successful in attaining foundational ScratchJr programming comprehension. Statistically significant findings revealed higher programming achievement in students whose educators demonstrated flexibility in lesson planning, responsiveness to student needs, technological content expertise, and concern for developing students’ independent thinking. Implications for research in the development of computational thinking strategies are discussed, as well as suggestions for successfully implementing early childhood classroom interventions with ScratchJr.

Modeling the relation between students’ implicit beliefs about their abilities and their educational STEM choices

Abstract: Despite the large body of research on students’ educational and career choices in the field of technology, design, and science, we still lack a clear understanding of how to stimulate more students to opt for a study path or career within the STEM fields (Science, Technology, Engineering, Mathematics). In this article, we outline a new theoretical framework to describe how students’ implicit belief about the malleability of their intelligence can be an important precursor of their STEM educational and career choice behavior. Based on the different bodies of literature about STEM choices and about students’ implicit beliefs about their abilities, we present three hypothetical pathways, in the form of testable models, that describe potential relations between the implicit theories that students may hold regarding the malleability of their STEM ability and students’ intentions to pursue a STEM career. Each pathway outlines a specific mediating factor influencing this relation: (a) self-efficacy beliefs, (b) stereotypical thinking, and (c) motivational beliefs. These pathways provide more insight into the underlying mechanisms that may affect STEM choice behavior. In our view, such a theoretical underpinning is a necessary prerequisite for further scientific investigation into the potential relations between students’ implicit beliefs about their potential development, relevant psychological variables, and STEM choice behavior. Furthermore, we believe it provides a theoretical foundation for practical interventions that aim to stimulate STEM choice behavior.

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

Abstract: 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.

If you build it, will they come? Student preferences for Makerspace environments in higher education

Abstract: The Maker Movement inspires people to express their creativity by making things in a self-directed and, often, collaborative learning endeavor The excitement of the movement has spurred the development of various types of Makerspaces across the United States and the World to further enable people to make and innovate The education community has recognized the potential for Makerspaces as learning environments that can foster interdisciplinary collaboration and self-directed learning As such, there is much excitement to create Makerspaces within K-12 schools, libraries, colleges and universities However, contrary to the formal design process used to build many school facilities, successful grass-roots makerspaces are most often created when those with like-minded interests come together and adapt the building around them to fit their needs The research in this paper focuses on the design of such spaces by applying the environmental preferences predictors psychology construct The study surveyed 276 students from art and design, engineering, and liberal arts majors to better understand their preferences as related to images of eight different Makerspaces The results are broken down by the four predictors of preference, major, and gender The results highlight differences among the images along with design considerations for creating spaces that welcome a broader audience

Reflection and professional identity development in design education

Abstract: Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been widely addressed in design education either. The study investigated the use of reflective writing in an introductory design course to help students explore and interpret their design beliefs, experiences, and self-awareness in support of professional identity development work. The results indicate that authorial presence, analysis, and narrative quality are common qualities in reflective responses, but emotion is notably lacking from student writing. Students were highly reflective in relation to a general experience with uncertainty and were least reflective when discussing ideation processes. Implications for design education and related research are analysed and discussed.

Technology education in preschool: providing opportunities for children to use artifacts and to create

Abstract: In recent years, technology has been emphasized as an important area in early childhood curricula; however, in many countries preschool does not have the tradition of teaching specific subjects, and research shows that many preschool staff members are unsure about what teaching technology should include and how it should be taught. Therefore, with the ambition of outlining recommendations for both preschool practice and the preschool-teacher program, we investigated what elements staff members include in educating preschool children in technology. We investigated the research question What do preschool staff members include as elements of technology education in preschool? through open-ended items on a questionnaire completed by 102 preschool teachers and daycare attendants in Sweden. The answers were analyzed inductively, resulting in a set of seven categories: Artifacts and systems in children’s environments, Create, Problem solving, The concept of technology, Experiments, Techniques/Motor skills, and Natural science. Some key results emerged. First, artifacts have a central place in preschool technology education, and at least three verbs relate to how these artifacts are addressed: use, create, and understand. Second, the content of technology education in government regulatory documents is described to varying extents by the participants, and sometimes not at all. Third, expected elements like play and the important role of the staff are not expressed in the answers. Possible explanations and implications for the results are discussed.

Understanding attitude measurement: exploring meaning and use of the PATT short questionnaire

Abstract: The pupils’ attitudes toward technology survey (PATT) has been used for 30 years and is still used by researchers. Since it was first developed, the validity of the questionnaire constructs has pri ...

Enhancing spatial ability and mechanical reasoning through a STEM course

Abstract: There is a clear contemporary interest for developing science, technology, engineering, and mathematics (STEM) at schools. Besides, there exist a lot of research that justify the importance of spatial ability to obtain success in STEM subjects. Nevertheless, the spatial ability is relatively ignored in the general practice of teaching and learning in the K-12 setting. The goal of this paper is to analyse the evolution of spatial abilities of students that assist to a STEM course. Additionally, the evolution of their mechanical reasoning is also analysed. The STEM course was designed and implemented for the first time in a 6th grade class (primary school) and a 7th grade class (secondary school) throughout a whole academic year. First, the spatial ability and the mechanical reasoning of the students were assessed with the corresponding prepared pre-tests. Then, after finishing the STEM course, the students were tested with analogous post-tests. An exhaustive analysis of the obtained results is provided in the paper. It is shown that the spatial ability of the students was definitely improved. Furthermore, this improvement was statistically significant. Results also evidenced that the mechanical reasoning of the participants was also improved, although the improvement was not statistically significant. Moreover, this research showed that, in general, obtained results do not depend significantly on the gender of the participants. Finally, results manifested the statistically significant difference of spatial ability between 6th grade and 7th grade students. The difference between grade levels was not as significant in the mechanical reasoning case.

Factors influencing student success on open-ended design problems

Abstract: Open-ended design problems have become an important component in our educational landscape (Grubbs and Strimel in J STEM Teach Educ 50(1):77–90, 2015; Jonassen et al. in J Eng Educ 95:139–151, 2006; National Research Council in Education for life and work: developing transferable knowledge and skills in the 21st Century, National Academies Press, Washington, 2012; Strimel in Technol Eng Teach 73(7):8–18, 2014a). The ability of students to confront open-ended problem scenarios, think creatively, and produce novel designs have all been lauded as necessary skills for today’s twenty first century learners (Partnership for 21st Century Skills in P21 framework definitions, Author, Washington, 2016). This emphasis on open-ended design problems in problem-based learning scenarios has been tied to workforce and higher education preparation for students (National Academy of Engineering and National Research Council in STEM integration in K–12 education: status, prospects, and an agenda for research, National Academies Press, Washington, 2014; National Research Council in Engineering in K–12 education: understanding the status and improving the prospects, National Academies Press, Washington, 2009; Strimel in Technol Eng Teach 73(5):16–24, 2014b). However, little research has been conducted to identify the impact of potentially-influential factors on student success in such open-ended design scenarios. Therefore, the researchers examined data from 706 middle school students, working in small groups, as they completed an open-ended design challenge to determine the relationships between a variety of potentially-influential factors and student performance, as measured through adaptive comparative judgment. The analysis of the data revealed several relationships, significant and not significant, between identified variables and student success on open-ended design challenges.

STEM education in the twenty-first century: learning at work - an exploration of design and technology teacher perceptions and practices

Abstract: Teachers’ knowledge of STEM education, their understanding, and pedagogical application of that knowledge is intrinsically linked to the subsequent effectiveness of STEM delivery within their own practice; where a teacher’s knowledge and understanding is deficient, the potential for pupil learning is ineffective and limited. Set within the context of secondary age phase education in England and Wales (11–16 years old), this paper explores how teachers working within the field of design and technology education acquire new knowledge in STEM; how understanding is developed and subsequently embedded within their practice to support the creation of a diverse STEM-literate society. The purpose being to determine mechanisms by which knowledge acquisition occurs, to reconnoitre potential implications for education and learning at work, including consideration of the role which new technologies play in the development of STEM knowledge within and across contributory STEM subject disciplines. Underpinned by an interpretivist ontology, work presented here builds upon the premise that design and technology is an interdisciplinary educational construct and not viewed as being of equal status to other STEM disciplines including maths and science. Drawing upon the philosophical field of symbolic interactionism and constructivist grounded theory, work embraces an abductive methodology where participants are encouraged to relate design and technology within the context of STEM education. Emergent findings are discussed in relation to their potential to support teachers’ educational development for the advancement of STEM literacy, and help secure design and technology’s place as a subject of value within a twenty-first Century curriculum.

Examining correlations between preparation experiences of US technology and engineering educators and their teaching of science content and practices

Abstract: The purpose of this research was to investigate the extent of the relationship between select technology and science preparation experiences of United States (US) technology and engineering (T&E) teachers and their teaching of science content and practices. Utilizing a fully integrated mixed methods design (Teddlie and Tashakkori in Res Schools 13(1):12–28, 2006), this study was conducted to inform the pre- and in-service preparation needs for US T&E educators. A random sample of 55 Foundations of Technology (FoT) teachers across 12 US county school systems within an International Technology and Engineering Educators Association consortium state participated in an online survey, leading to eight teachers being purposefully selected for classroom observations. Data collected from the surveys and classroom observations were analyzed through Spearman’s rho tests to examine the strength of the relationships between certain formal/informal preparation factors and the teaching of science content and practices. These data were corroborated with FoT curriculum content analyses, classroom observation audio recordings and notes, and interview responses to help validate the results. Analyses of the data revealed significant correlations between specific formal and informal preparation experiences and the observed teaching of science content and practices. The findings and conclusions drawn from the data analyses provided implications for T&E educators, science educators, educational researchers, pre-service programs, and in-service professional development efforts.

Emerging perspectives on the demonstration as a signature pedagogy in design and technology education

Abstract: This paper analyses the beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology, where there is a limited body of literature outlining the theory and practice. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning, including teacher modelling and explaining. The study explores the subjective beliefs of seven practicing teachers through Q Methodology; comparing and analysing the responses of the participants’ subjective beliefs and values, using 62 statements relating to teacher modelling and explaining, developed and refined with teacher educators, and representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring trainees in Initial Teacher Education. The findings will represent a snapshot of subjective values of practicing teachers, as part of a discourse on signature pedagogies in design and technology education.

Are their designs iterative or fixated? Investigating design patterns from student digital footprints in computer-aided design software

Abstract: This paper investigates iteration and fixation in design by mining digital footprints left by designers. High school students used computer-aided design software to create buildings in an urban area, with the goal of applying passive solar design techniques to ensure optimal solar gains of the buildings throughout a year. Students were required to complete three different designs. Fine-grained data including design actions, intermediate artifacts, and reflection notes were logged. Computational analytics programs were developed to mine the logs through three indicators: (a) frequency of the action of using energy analysis tools; (b) solar performance of the final designs; and (c) difference in solar performance between the prototype and final designs. Triangulating results from the indicators suggests three types of iteration—efficacious, inadequate and ineffective. Over half of the participants were detected as being efficacious iterative during the first design and becoming more and more fixated toward the end of the project, which resonates with previous findings on fixation effect among college students and professional designers. Overall the results demonstrate the power of applying computational analytics to investigate complex design processes. Findings from this work shed light on how to quantitatively assess and research student performance and processes during design projects.

Line by line, part by part: collaborative sketching for designing

Abstract: While sketching has an established role in professional design, its benefits and role in design education are subjects that invite research and opinions. We investigated how undergraduates studying to become design educators and textile teachers used sketching to generate and develop design solutions in a collaborative setting. The students were given an authentic design assignment involving three detailed tasks, one of which was 2D visualisation by sketching. Adopting a micro-analytical approach, we analysed the video-recorded visualisation session to understand how teams used sketching to collaborate and to generate and develop design solutions. To that end, we set three research questions: (1) What ways of collaborative working are reflected in actions of sketching? (2) In what ways do sequences of collaborative sketching contribute to designing? (3) What kinds of collaborative sequences of sketching advance designing? Our analysis identified three collaborative ways of sketching (co-ordinated, collective and disclosed) and confirmed that sketching is an important facilitator of mutual appropriation, adaption and adoption. Next, we identified three ways of contributing to designing, as well as three functions and six capacities for advancing designing. Our analysis shows that sketching can lead to invaluable advances in designing, although each team had its own way of using and benefiting from sketching. We further consider that the teams’ diverse sketching processes and rich content owed, at least in part, to the task structure and imposed constraints. We continue to see sketching as an important design tool, one among many.

Communities of practice as a tool for continuing professional development of technology teachers’ professional knowledge

Abstract: With the introduction of a new school curriculum in South Africa in 1998, Technology as a school subject was introduced for the first time. Implementation by the National Department of Education took place over a very short time frame allowing very little time for adequate training of technology teachers by the provincial departments of education. Teachers were expected to implement technology in schools without being adequately trained. They needed to develop their professional knowledge which comprises school knowledge, subject knowledge and pedagogical knowledge. This could mainly be done through continuing professional teacher development (CPTD). To address the lack of CPTD opportunities and to develop these teachers’ professional knowledge, the Unit for Technology Education at a university in South Africa established a Community of Practice (CoP) as a strategy to develop teachers’ professional knowledge in Civil Technology. However, after a number of CoP workshops, and although these CoPs have been designed to serve as a tool for CPTD, we do not know to what extent it succeeds in developing teachers’ professional knowledge. The purpose of this article is to determine to what extent the CoP succeeded in developing teachers’ professional knowledge. A qualitative study was conducted. Data were collected through the observation of the teachers during the CoPs, open-ended questionnaires and field notes taken during workshop discussions. The main findings were that the teachers gained discipline knowledge and acquired instructional methodology (pedagogy) from which learners may benefit. The presentation and organisation of the CoP influenced the learning of the teachers.

A path model of factors affecting secondary school students’ technological literacy

Abstract: Technological literacy defines a competitive vision for technology education. Working together with competitive supremacy, technological literacy shapes the actions of technology educators. Rationalised by the dictates of industry, technological literacy was constructed as a product of the marketplace. There are many models that visualise different dimensions of technological literacy, but clear empirical evidence on how these interact is still lacking. A measurement method that comprehensively evaluates technological literacy is missing. Insights into the stem structure and interaction of technological literacy dimensions could be useful for technology education curriculum design and its implementation. In this study, the multifaceted nature of technological literacy was measured using a new assessment method, and dimensions of secondary school students’ technological literacy were empirically investigated. A total of 403 students participated in the quasi-experimental research design. The treatment group consisted of 121 students taught optional subjects relating to technology education. The control group consisted of 282 students. Results from variance analysis showed that optional technology subjects enhance technological literacy, especially students’ technological capacity where a large effect size (η 2 = 0.14) was noted. Results from a path analysis revealed critical thinking and decision-making as the most important dimensions of technological literacy while the predictor of active participation in out-of-school technical activities and technology homework was a key independent influencing factor. A large effect size (R 2 = 0.4) for career path orientation predictors was detected. Technological capacity was revealed as a decisive predictor for a career path in vocational education and technical high school.

Architectural design education : in varietate unitas

Abstract: A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be.

Examining design cognition coding schemes for P-12 engineering/technology education

Abstract: Cultivating students’ design abilities can be highly beneficial for the learning of science, technology, engineering, and mathematics (STEM) concepts, and development of higher-order thinking capabilities (National Academy of Engineering and National Research Council in STEM integration in k-12 education: status, prospects, and an agenda for research, The National Academies Press, Washington, 2014). Therefore, examining students’ strategies, how they distribute their cognitive effort, and confront STEM concepts during design experiences, can help educators identify effective and developmentally appropriate methods for teaching and scaffolding design activities for students (National Research Council in standards for k-12 engineering education? The National Academies Press, Washington, 2010). Yet, educational researchers have only recently begun examining students’ engineering design cognition at the P-12 level, despite reports such as Standards for K-12 Engineering Education? (National Research Council 2010) designating this area of research as lackluster. Of the recent studies that have investigated engineering design cognition at the P-12 level, the primary method of investigation has been verbal protocol analysis using a think-aloud method (Grubbs in further characterization of high school pre- and non-engineering students’ cognitive activity during engineering design, 2016). This methodology captures participants’ verbalization of their thought process as they solve a design challenge. Analysis is typically conducted by applying a pre-determined coding scheme, or one that emerges, to determine the distribution of a group’s or an individual’s cognition. Consequently, researchers have employed a variety of coding schemes to examine and describe students’ design cognition. Given the steady increase of explorations into connections between P-12 engineering design cognition and development of student cognitive competencies, it becomes increasingly important to understand and choose the most appropriate coding schemes available, as each has its own intent and characteristics. Therefore, this article presents an examination of recent P-12 design cognition coding schemes with the purpose of providing a background for selecting and applying a scheme for a specific outcome, which can better enable the synthesis and comparison of findings across studies. Ultimately, the aim is to aid others in choosing an appropriate coding scheme, with cognizance of research analysis intent and characteristics of research design, while improving the intentional scaffolding and support of design challenges.

Differences and similarities between female students and male students that succeed within higher technical education: profiles emerge through the use of cluster analysis

Abstract: This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering studen ...

Re-casting terra nullius design-blindness : better teaching of Indigenous Knowledge and protocols in Australian architecture education

Abstract: This paper reviews the current status and focus of Australian Architecture programs with respect to Indigenous Knowledge and the extent to which these tertiary programs currently address reconciliation and respect to Indigenous Australians in relation to their professional institutions and accreditation policies. The paper draws upon the findings of a recently completed investigation of current teaching: Re-Casting terra nullius blindness: Empowering Indigenous Protocols and Knowledge in Australian University Built Environment Education. Three data sets from this investigation are analysed: a desktop survey of Australian Built Environment curricula; workshops with tertiary providers and students, professional practitioners and representatives of three Built Environment professional institutes; and an online survey of Australian Built Environment students (of which their discipline could be isolated) ascertaining what is currently being taught and learned and what changes would be feasible within the constraints of courses from their perspective. Detailed descriptions are also provided of pedagogic improvements informed by the project findings. The findings suggest minimal current exposure of Architecture students to Indigenous Knowledge content beyond voluntary engagement in self-chosen thesis projects and elective (including studio) subjects led by passionate but largely unsupported teachers championing Indigenous issues; a paucity of teaching echoed by practitioners and accreditors who acknowledge lack of expertise in this area across the profession. This paper discusses ways in which Indigenous Knowledge might be better acknowledged, respected and introduced to Australian Architecture students’ education. Also discussed are teaching strategies with global relevance.

A conceptual model for knowledge dimensions and processes in design and technology projects

Abstract: The present study sheds new light on the knowledge dimensions and processes that occur when designing new concepts and prototypes in higher education. In particular, this study aims to develop the conceptual understanding of activities and processes that help students to gain new knowledge and understanding while designing new products and services. I employed two data collection phases among undergraduate students with qualitative abductive data analyses in order to create a conceptual framework for understanding how new knowledge is created and managed in students’ social interactions. This framework also enables us to distinguish the user, business, technological and methodological knowledge dimensions that constitute the elemental perspectives for design processes. This study emphasises the need for students to use diverse methods to gain new knowledge for inventing and designing new technological solutions.

Systems approach in landscape design: a studio work

Abstract: Landscape architects design the environment, which is an organic part, an outdoor extension of the building, according to the various functions of buildings. One of the most important objectives in design is to create a strong organization which forms a whole by combining different parts. While creating this organization, it is essential to establish relationships, make the designed elements related and obtain a unique design product. This relationship can be established only with the systems approach. It is a difficult process. For this reason, it was aimed in this study to teach Landscape Architecture students how to achieve designs meeting both creative and user needs. Thus, students will learn how to create successful open spaces with the high level of use which is one of the most important problems nowadays. In this respect, this article has two purposes. The first purpose is to create a study diagram by suggesting the systems approach theoretically. Student works will be evaluated according to this study diagram. The second purpose is to investigate the contribution of the course conducted with the systems approach to the design education. In this study, the systems approach was explained to the students of the Department of Landscape Architecture at Karadeniz Technical University and they were made to design the residence and its immediate surroundings within the scope of the 3rd semester. Then, the effect of the systems approach on the creative and applicable designs of the students was determined with the survey study conducted. The results of this study reveal the importance of the systems approach for both design education and urban designers.

Tracing design students’ affective journeys through reflective writing

Abstract: Affection in learning embraces emotions, attitudes, values and beliefs that emerge during the learning process, and it is a vital and hidden element of learning. Studies focusing on affective, or emotional, aspects of design learning in the context of design education underscore the significance of the affective process and inform us of the connection between the creative dimension and emotions during a design activity. To this point, this paper addresses the following research question: to what extent does reflective writing disclose design students’ affective journeys throughout a semester? An empirical study is conducted to observe first-year industrial design students’ affective processes during a semester using their structured reflective diaries. The longitudinal study results show that the students exhibit certain tendencies in terms of the affective processes throughout a semester. The findings of this study are discussed in reference to peak points, anomalies and tendencies of the affective processes observed based on excerpts from the diaries. It is concluded that affective responses in design learning are multidimensional and wide-ranging.

Perception of the acquisition of generic competences in Engineering Degrees

Abstract: The aim of this paper is to analyze what generic competencies at the Universitat Politecnica de Catalunya (UPC BarcelonaTech) are most evaluated by the teaching staff belonging to the first curricular block of industrial engineering degree courses at the Barcelona Escola Universitaria d’Enginyeria Tecnica Industrial, and also to relate these competencies to the assessment tools and the types of session most frequently used in the evaluation of the said competencies. Furthermore, it is intended to determine the level of acquisition of the generic competencies (related to their profession) as perceived by the students themselves during their course of study and their completion of the Final Year Degree Project (Project Trabajo Final de Grado—TFG). To that end, a group of 140 university teachers and a population of 145 students were each the object of an anonymous online survey while they were engaged on the Final Year Degree Project (TFG). The results of this survey show that the competencies most evaluated by the university teaching staff, in order of importance, are as follows: autonomous learning, the effective use of information resources, teamwork, and good oral and written communication, while the most frequently used tools of assessment are the rubrics. Autonomous learning is the generic competence perceived by the students as being the one most acquired during their completion of the TFG.

Hierarchical thinking: a cognitive tool for guiding coherent decision making in design problem solving

Abstract: This paper builds on two concepts, the first of which is the extended information processing model of expert design cognition. This proposes twelve internal psychological characteristics interacting with the external world of expert designers during the early phases of the design process. Here, I explore one of the characteristics, hierarchical abstraction, and adapt it into an alternative ontological model of decision making. The model serves as an in-depth descriptor of how designers from different domains transform their mental states using judgment and decision making through hierarchical abstraction. The second concept entails an expansion of the idea of synergistic vertical transformation as a framework for mapping expert designers’ design process. Here, I focus on hierarchical decision making as multi-directional, and inter-relating the internal and external world of designers. In doing so, I provide a coding tool for researchers interested in exploring designers’ complex decision making processes. Concurrently, the model serves as decision making tool in design and technology education classrooms. As such, the paper focuses on the ontology of conceptual structures that support the early phases of the design process. This was based on empirical research.

New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?

Abstract: Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.

Swedish technology teachers’ views on assessing student understandings of technological systems

Abstract: Technology education is a new school subject in comparison with other subjects within the Swedish compulsory school system Research in technology education shows that technology teachers lack experience of and support for assessment in comparison with the long-term experiences that other teachers use in their subjects This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems This study thematically analysed the assessment views of eleven technology teachers in a Swedish context Through the use of in-depth semi-structured qualitative interviews, their elaborated thoughts on assessing knowledge about technological systems within the technology subject (for ages 13–16) were analysed The aim was to describe the teachers’ assessment views in terms of types of knowledge, and essential knowledge in relation to a progression from basic to advanced understanding of technological systems The results showed three main themes that the interviewed teachers said they consider when performing their assessment of technological systems; understanding (a) a system’s structure, (b) its relations outside the system boundary and (c) its historical context and technological change Each theme included several underlying items that the teachers said they use in a progressive manner when they assess their students’ basic, intermediate and advanced level of understanding technological systems In conclusion, the results suggest that the analysed themes can provide a basis for further discussion about defining a progression for assessing students’ understanding about technological systems However, the findings also need to be examined critically as the interviewed teachers’ views on required assessment levels showed an imbalance; few students were said to reach beyond the basic level, but at the same time most assessment items lay on the intermediate and advanced levels

Heuristics and CAD modelling: an examination of student behaviour during problem solving episodes within CAD modelling activities

Abstract: Design activities typically involve and culminate in the creation of models representative of new ideas and conceptions. The format is often dictated by the specific discipline, with ideas in design and technology education regularly being externalised through the use of computer aided design (CAD). This paper focusses on the realisation stage of a design process, specifically when conceptual ideas are being externalised through CAD. Acknowledging students as novices or quasi-experts with regards to their levels of technical expertise and recognising the limitations in the cognitive capacities of humans suggests merit in investigating problem solving strategies through the lens of heuristics. A comparative study was employed between two distinct CAD systems to examine students modelling behaviour. Considering the situational context of the problems encountered and the bounded rationality which the students are operating within, a number of insights are generated from the findings which are of importance from a pedagogical perspective within design and technology education.