International Journal of Technology and Design Education最新文献_第8页

Enabling children’s genuine participation in digital design and fabrication: instructors’ perspective 让孩子们真正参与数字设计和制造:教师的观点

3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-10-04 DOI: 10.1007/s10798-023-09856-4

Behnaz Norouzi, Sumita Sharma, Marianne Kinnula, Netta Iivari, Minttu Ukkola, Ivan Sanchez Milara, Gleb Bulygin, Jari uusitalo, Megumi Iwata

{"title":"Enabling children’s genuine participation in digital design and fabrication: instructors’ perspective","authors":"Behnaz Norouzi, Sumita Sharma, Marianne Kinnula, Netta Iivari, Minttu Ukkola, Ivan Sanchez Milara, Gleb Bulygin, Jari uusitalo, Megumi Iwata","doi":"10.1007/s10798-023-09856-4","DOIUrl":"https://doi.org/10.1007/s10798-023-09856-4","url":null,"abstract":"Abstract Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Influencing factors on women in connection with engineering in New Zealand: a triad of lenses 新西兰与工程有关的对妇女的影响因素:三位一体

3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-09-30 DOI: 10.1007/s10798-023-09854-6

Wendy H. Fox-Turnbull, Maryam Moridnejad, Paul D. Docherty, Josy Cooper

{"title":"Influencing factors on women in connection with engineering in New Zealand: a triad of lenses","authors":"Wendy H. Fox-Turnbull, Maryam Moridnejad, Paul D. Docherty, Josy Cooper","doi":"10.1007/s10798-023-09854-6","DOIUrl":"https://doi.org/10.1007/s10798-023-09854-6","url":null,"abstract":"Abstract There is a considerable lack of women in the engineering disciplines at tertiary level in New Zealand. This is an economic issue because innovation and creativity in engineering are supported by diversity which directly and indirectly supports the New Zealand economy. Improving diversity in engineering will also improve equity. Literature suggests that parents, teachers, students’ self-perception, their beliefs, and stereotypical views influence girls’ career selection. Despite the vast number of studies in the international literature regarding the influencing factors on women’s career selection in engineering, this comprehensive study for the first time investigates the factors that contribute to women’s interest in studying engineering in New Zealand. The researchers explored these influencing factors from three lenses; future teachers of children aged 11–13 years, current engineering students and high school students. They found that participants held very strong stereotypical views about engineers, that barriers to selection of engineering pathway for females included a lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine. It also found that experiences throughout their lives can steer girls away from a career in engineering.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing and evaluating the effectiveness of a pilot online course for creativity development 开发和评估创造力发展在线课程试点的有效性

3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-09-30 DOI: 10.1007/s10798-023-09852-8

Mariia I. Dovha, Pavlo D. Antonenko, Yevhenii B. Shapovalov, Daniil S. Lytovchenko, Maksym S. Halchenko

引用次数: 0

Primary school students’ understanding of the manifestations of technology 小学生对技术表现形式的理解

3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-09-25 DOI: 10.1007/s10798-023-09850-w

Johan Lind, Eva Davidsson, Mats Lundström

{"title":"Primary school students’ understanding of the manifestations of technology","authors":"Johan Lind, Eva Davidsson, Mats Lundström","doi":"10.1007/s10798-023-09850-w","DOIUrl":"https://doi.org/10.1007/s10798-023-09850-w","url":null,"abstract":"Abstract Research on students’ perceptions and understanding of technology has shown that students have a narrow view of technology: for example, technology is often manifested in students’ descriptions as artefacts or objects. This study investigates the ways in which students’ understanding of how technology is manifested expands during a series of classroom activities in technology. The study was conducted at a compulsory primary school with eight-year-old students. The data (video and audio recordings) were collected in small-group interactions and in whole-class discussions. In the interactions, the students utilised self-taken photographs to visualise their understanding and perception of technology’s manifestations: object, activity, volition, and knowledge (Mitcham in Thinking through technology. The path between engineering and philosophy, The University of Chicago Press, 1994). Based on their prior knowledge, the students perceived technology as contemporary electrical artefacts. As they engage in a technology project, they develop and expand their understanding of how technology is manifested, as well as relate different manifestations to one another. The findings indicate that students achieve a more advanced understanding of technological manifestations compared to only discussing each manifestation of technology separately.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing the state of technology education in primary schools: a systematic review of the last 2 decades 小学技术教育现状评估:近二十年的系统回顾

3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-09-22 DOI: 10.1007/s10798-023-09851-9

Christina Ioanna Pappa, Despoina Georgiou, Daniel Pittich

{"title":"Assessing the state of technology education in primary schools: a systematic review of the last 2 decades","authors":"Christina Ioanna Pappa, Despoina Georgiou, Daniel Pittich","doi":"10.1007/s10798-023-09851-9","DOIUrl":"https://doi.org/10.1007/s10798-023-09851-9","url":null,"abstract":"Abstract This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Research on the design and implementation of primary school STEM project based on VR coursewares 基于VR课件的小学STEM项目设计与实现研究

3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-09-11 DOI: 10.1007/s10798-023-09848-4

Yishan Xie, Xinhua Zhang

引用次数: 0

Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp 让女孩和女性加入STEM?:女生参加女生科技营时的科技活动及想法

IF 2.1 3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-09-04 DOI: 10.1007/s10798-023-09831-z

Ulrika Sultan, Cecilia Axell, Jonas Hallström

引用次数: 0

Approaches to learning in technology education during the global pandemic: secondary teachers’ technical and technological perspectives and practice in New Zealand 全球疫情期间技术教育中的学习方法：新西兰中学教师的技术和技术视角与实践

IF 2.1 3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-08-17 DOI: 10.1007/s10798-023-09843-9

Elizabeth Reinsfield, A. Doyle, Sarah Washbooke

引用次数: 0

Course experiences that promote and inhibit human-centered design 促进和抑制以人为本设计的课程体验

IF 2.1 3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-08-14 DOI: 10.1007/s10798-023-09834-w

E. A. Sanders, M. Goldstein, J. Hess

引用次数: 0

Eight-year-olds’ naïve and acquired knowledge about computer viruses: a mixed methods study 八岁儿童的naïve和获得的计算机病毒知识:一项混合方法研究

IF 2.1 3区工程技术

International Journal of Technology and Design Education Pub Date : 2023-08-09 DOI: 10.1007/s10798-023-09847-5

C. Brom, Tereza Hannemann, Tereza Tetourová, A. Drobná, Nikol Kopáňková, Kristina Volná, Katerina Kacerovská, F. Děchtěrenko, P. Jezek, Tereza Stárková

引用次数: 0