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  • 1
    Electronic Resource
    Electronic Resource
    Reflecting on Teacher Development in Technology Education: Implications for Future Programmes (1998)
    Springer
    International journal of technology and design education 8 (1998), S. 151-166 
    Details
    ISSN: 1573-1804
    Keywords: programme evaluation ; teacher development ; technology ; technological literacy
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education. The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008808327436
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  • 2
    Electronic Resource
    Electronic Resource
    Teachers assessing design and technology: An effect of curriculum organisation (1996)
    Springer
    International journal of technology and design education 6 (1996), S. 137-149 
    Details
    ISSN: 1573-1804
    Keywords: assessment ; curriculum organisation ; technology ; moderation ; National Curriculum
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract In secondary schools in England and Wales, Design and Technology may be taught through various organisational structures. Some are essentially integrated approaches in which contributory subject areas cooperate closely in working on a common theme. Others are specialist where contributory areas work independently. A third group represents a federal approach which, in essence, is a compromise between these. Sixty teachers (twenty from each kind of organisational structure) assessed the work of three 14-year-old students working on three different designing and making tasks. Even though they were familiar with the kind of assessment expected and had descriptions of particular levels of attainment, their assessments showed wide variations. Furthermore, teachers in specialist organisations tended to value one task over another while those in integrated organisations reversed the order of favour. The response of those in federal organisations tended to fall between the others. These differences might be explained on the basis of differences in subcultural norms regarding what constitutes the proper domain of design and technology activity. Some implications of this for assessing and moderating work in design and technology are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00419921
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  • 3
    Electronic Resource
    Electronic Resource
    The Potential for Collaborative Problem Solving in Design and Technology (1999)
    Springer
    International journal of technology and design education 9 (1999), S. 1-36 
    Details
    ISSN: 1573-1804
    Keywords: collaboration ; design ; planning ; problem solving ; procedural learning ; socio-cultural ; technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract This paper discusses the potential of Design and Technology (D&T) as an environment for collaborative problem solving. Peer collaboration is considered to be a valuable learning mechanism but has not generally been exploited by teachers or explored by researchers in this context. D&T is unique in involving procedural problem-solving activity where talk between peers relates to physical manipulation and feedback and both concrete models and graphical representations play an important mediating role. The role of teachers is central to our discussion, particularly their task structuring, agendas and pedagogic strategies for supporting learning through collaboration; these have been underplayed in much of the general research literature on collaboration. Our discussion works towards a framework for analysing collaborative problem-solving activity in D&T, building on sociocultural perspectives and deriving additional insights into pupils' social and cognitive strategies from the literature on classroom talk.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008855526312
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  • 4
    Electronic Resource
    Electronic Resource
    Knowledge Types in Technology (1997)
    Springer
    International journal of technology and design education 7 (1997), S. 65-72 
    Details
    ISSN: 1573-1804
    Keywords: epistemology ; philosophy of science ; technology ; technical knowledge ; technological education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract Starting with the distinction of natural science, engineering science ("technology") and engineering practice ("technics"), the paper will stress the difference between technological and technical knowledge. The first part will discuss the relationship between science and technology, arguing that technology is a genuine type of knowledge rather than "applied science". In technics, however, even technological laws, as transformations of scientific laws, cover a certain part of knowledge only. The greater part of technical knowledge includes technical know-how, functional rules, structural rules, and socio-technological understanding, which is just developing in our times. The classification of knowledge types will be used for determining which kind of knowledge may seem appropriate to general technological education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008865104461
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  • 5
    Electronic Resource
    Electronic Resource
    The impact of scienceware and foundations on students' attitudes towards science and science classes (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 59-67 
    Details
    ISSN: 1573-1839
    Keywords: Attitudes ; science education ; project-based science ; technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about ‘using information,’ ‘drawing conclusions,’ and ‘thinking about problems,’ implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575471
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  • 6
    Electronic Resource
    Electronic Resource
    Effect of computer interfaces on chemistry problem solving among various ethnic groups: A comparison of Pen-Point and Powerbook computers (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 121-130 
    Details
    ISSN: 1573-1839
    Keywords: Assessment ; testing ; ethnicity ; technology ; computer interface ; problem solving ; chemistry ; science ; molarity
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This study investigated the effect of Pen-Point and Powerbook computers on solving a multiple step chemistry (molaritý) problem among White, Afro-American and Hispanic students (N=60) at the high school level. The screens on both computers were partitioned into a work field and a reasoning field. Both computers were programmed to record the time spent in each field, the number of entries made, and a copy of the entries made. Statistical analysis of data showed that more of the White and Afro-American Pen-Point computer users solved the problem correctly than did students using the Powerbook computer. All three ethnic groups made fewer entries, and took less time using the Pen-Point computer than the Powerbook. Attitude survey results of all ethnic groups showed that more Pen-Point computer users felt comfortable working with computers. Over all, the results suggest that the Pen-Point computer has a more positive effect on the problem solving performance and attitude of students towards computers than the Powerbook computer.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575152
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  • 7
    Electronic Resource
    Electronic Resource
    Trends in computer applications in science assessment (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 29-36 
    Details
    ISSN: 1573-1839
    Keywords: Computer ; technology ; performance assessment ; testing ; science
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211579
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  • 8
    Electronic Resource
    Electronic Resource
    Using technology in assessing integrated science and mathematics learning (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 47-56 
    Details
    ISSN: 1573-1839
    Keywords: Integration ; science ; mathematics ; assessment ; technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Drawing from current models, research, and science and mathematics education reform documents, this article first defines and/or delimits three broad domains of education: integrated school science and mathematics, assessment, and technology. Based upon this three-tiered discussion, a list of characteristics is then distilled to guide in the development of assessment for integrated school science and mathematics using technology. Two integrated school science and mathematics activities are provided to illustrate the alignment of instruction and assessment and the systematic integration of technology into both.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211581
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  • 9
    Electronic Resource
    Electronic Resource
    The Trend Towards Materials in Science and Technology Education (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 231-240 
    Details
    ISSN: 1573-1839
    Keywords: Materials ; technology ; physics ; chemistry ; gender ; enrollments ; vocational
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The teaching of science and technology in the final year of high school is examined in a new curriculum developed for the education system in Victoria, Australia. The traditional areas of Physics and Chemistry together with a technology related subject, Materials and Technology, are investigated The major curriculum link amongst these studies was the area of materials. In Chemistry this involved the nature of materials, the chemical basis for the production of metals and polymers, and the social consequences of waste disposal. Within Physics, the major involvement was the investigation of the structure and physical properties of materials through theory and practical investigation. The selection of materials, production of components and their testing were the major area involved with Materials and Technology. Although the area of materials related all three subjects enrollments were comparatively high for Physics and Chemistry but Materials and Technology had less than one tenth as much enrollment. Similarly, school providers were significantly lower for materials and technology. Materials and Technology is still considered a vocational subject compared with the science oriented subjects. When gender enrollments were considered, Chemistry had a similar number of females and males, Physics had twice as many males as females, and Materials and Technology had twice as many males as females. This appears to be a consequence of typical gender roles.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022531924460
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  • 10
    Electronic Resource
    Electronic Resource
    An investigation into public perception and knowledge of science and technology in Nigeria (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 155-159 
    Details
    ISSN: 1573-1839
    Keywords: Public perception ; knowledge of science ; technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The study examined the perception and knowledge of two hundred and five adults from Port Harcourt metropolis in Rivers State on some issues related to science and technlogy. A questionnaire on public perception and knowledge of science and technology was the main data collecting instrument. Overall findings of the study showed; (1) that some adults are not well informed about science and technology; (2) major differences among respondents on the basis of gender; (3) lack of knowledge by adults on aspects of elementary science. These findings and implications for science and technological literacy were discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575155
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  • 11
    Electronic Resource
    Electronic Resource
    Mastering Difficult Concepts Using Software to Support Learning: A Case Study in Teaching Mandarin Chinese (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 91-102 
    Details
    ISSN: 1573-1839
    Keywords: Activity design ; Chinese language ; educational software ; multimedia ; technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Set in the context of a first-semester undergraduate Mandarin Chinese curriculum, the “Tones First” case provides an illustration of how one might hurdle a formidable learning task using technological tools. The author examines extant curricula for opportunities to introduce complementary technology components. Thorough discussion of the software-activity design process is presented as well as an overview of the resulting application.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1025609813501
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  • 12
    Electronic Resource
    Electronic Resource
    Gender and equity issues in computer-based science assessment (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 75-79 
    Details
    ISSN: 1573-1839
    Keywords: Computer ; gender ; equity ; technology ; assessment
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The computer and related technologies as tools for teaching, learning, and assessment are the latest wave of innovations in education. These technologies are neither gender neutral nor benign in effect. Available research suggests that widespread use of these technological tools raises significant issues for females and underrepresented populations in mathematics, science, and technology fields. Questionable assumptions frequently guide current implementation efforts with little consideration of the trade-offs inherent in these technologies and their possible cumulative effects.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211584
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  • 13
    Electronic Resource
    Electronic Resource
    Factors that Influence Children's Developing Perceptions of Technology (1998)
    Springer
    International journal of technology and design education 8 (1998), S. 261-279 
    Details
    ISSN: 1573-1804
    Keywords: concept development ; primary ; technology ; technolgoical education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract Two instruments designed to ascertain children's conceptions of ‘technology’ were given to 315 English children in Years 2–6. A subset of 81 children and their teachers were interviewed. Responses to the same instruments were collected from 745 Western Australian children in the same year groups. Subsequently their teachers and 164 Australian children were interviewed. The Australian and English children had a similar range of concepts to explain technology, but the frequency of concepts varied. The results suggest that the stages of developing an inclusive concept of technology are mainly chronological, but the rates vary with individuals depending on a number of inter-related factors including home and school influence, ability, gender and opportunity to discuss ideas. Examination of these factors suggests there is a need for specific curriculum provision in technology based on adequate in- service training of teachers, which should also clarify the differences between science and technology. Children also need to be enabled to clarify their ideas through focused activities.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008826320260
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  • 14
    Electronic Resource
    Electronic Resource
    Science, technology and engineering: Building lifelong bridges (1995)
    Springer
    International journal of technology and design education 5 (1995), S. 267-278 
    Details
    ISSN: 1573-1804
    Keywords: science ; technology ; engineering ; literacy ; careers ; images
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract In response to what is envisaged as a crisis in scientific and technological literacy, various organizations and governmental agencies have put forward recommendations for enriching students' science and technology experiences in formal and informal learning environments. This paper examines one such organization — the Professional Engineers Ontario — and their “Innovators in the School” initiative. Through this student outreach programme, engineers, scientists and technologists volunteer their time to visit elementary and secondary level students, encouraging them to pursue science, technology and engineering careers. In particular, this research identifies issues that the Innovators (interestingly, over half are women) consider to be important for promoting a positive image of science to young people. First, the paper considers what an ‘image’ of science might potentially be. Second, it addresses the question of how Innovators and other educators (teachers, policy-makers, curriculum planning teams) might promote this positive image in the classroom and school.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00769908
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  • 15
    Electronic Resource
    Electronic Resource
    Problem-solving in teaching/learning packages for Technology (1996)
    Springer
    International journal of technology and design education 6 (1996), S. 61-82 
    Details
    ISSN: 1573-1804
    Keywords: problem-solving ; technology ; secondary education ; teaching/learning package ; curriculum ; evaluation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract In the project “Technology in Secondary Education: Problem-solving in Teaching/learning Packages”, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00571073
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  • 16
    Electronic Resource
    Electronic Resource
    Concept Mapping as a Means of Evaluating Primary School Technology Programmes (1997)
    Springer
    International journal of technology and design education 7 (1997), S. 97-110 
    Details
    ISSN: 1573-1804
    Keywords: concept mapping ; technology ; primary ; evaluating ; school programmes
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract Concept mapping provides a means for teachers and pupils to represent their understanding of an area of knowledge. It has been used as a planning tool by teachers to identify a framework of specific concepts and their propositions within a topic, as an assessment tool and as a means of collaborative sharing of knowledge. Information from two primary schools would also suggest that it can be used as a means of evaluating a school programme of primary technology. Research into people's perceptions and attitudes to technology indicated that there were a number of concepts and propositions associated with this field of study. A variety of groups of people including primary children were asked to describe what they understood to be technology and this information was constructed into a concept map format. The two schools described in the study had different programmes to deliver technology within the curriculum area of environmental studies. The first school had a planned programme of technology which was taught by the head teacher of the school. The second school had technology taught by class teachers, running as a thread throughout the environmental studies programme. In the first case the children knew when they were engaged in a technological task whereas in the second case the technology was implicit and the children were not necessarily aware of any specific subject area. The children's perceptions of technology and their attitudes towards it were analysed with reference to the constructed concept map. In the school where there were specifically programmed technological tasks, the children indicated that their understandings of technology were focused towards the design process; they identified technology as designing, making, problem solving and generating ideas. In relation to the Scottish curriculum their knowledge was concentrated in the area of the outcome entitled 'Understanding and Using the Design Process'. Children in the second school indicated that their understanding of technology was related to objects including computers and new inventions. This demonstrated that their ideas were mostly linked to the outcome entitled 'Understanding and Using Technology in Society'. It can be argued that in order to have a comprehensive understanding of technology the children should have knowledge and understanding of both outcomes. In the light of the results the head teachers of the respective schools decided to look more closely at their programmes in order to find out what modifications might be made. The head teacher of the first school decided to question the children more closely because he was aware of some attitudinal difference between the boys and the girls. He has now decided to do some further research in his school to see what changes need to be made. The head teacher of the second school is about to embark on a complete review of her school technology programme. The results of the research would suggest that concept mapping in the suggested form is a possible tool for evaluation of primary school technology prorammes. However this was only a small case study and further research would have to be done to provide more substantial evidence.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008817221300
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  • 17
    Electronic Resource
    Electronic Resource
    Whose Image is it Anyway?: Some Considerations of the Curricular Importance of Subject Image in Secondary School Design and Technology Education (1998)
    Springer
    International journal of technology and design education 8 (1998), S. 37-49 
    Details
    ISSN: 1573-1804
    Keywords: design ; technology ; image ; curriculum ; secondary ; department ; subject ; change ; control
    Source: Springer Online Journal Archives 1860-2000
    Topics: Art History , Education , Technology
    Notes: Abstract This paper explores the idea that a sense of school subject image is a necessary feature of curriculum management and a potent force for change. The discussion centres on the view that all school subjects have an image and that if those intimately involved with the subject do not control the image then someone else does! In such circumstances the image is the product of past encounters and old euphemisms and is unlikely to hold the changed realities. The UK developments in Design and Technology education (the term Design and Technology is used to denote the school subject defined under this heading by the UK National Curriculum, 1995) have created something of an ‘image problem’ which has interesting international parallels. Some of these problems are due to clearly discernible internal tensions and an ambiguous relationship with other subject areas. Through greater attention to subject image internal controversies might be acknowledged and resolved, relationships with other subject areas can be more meaningfully understood and practitioners can be helped to make sense of curriculum change.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1008852327729
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