The relationship between the teacher’s approach to teaching and the student’s attitude toward technology in Croatian primary schools

IF 2 3区工程技术 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Technology and Design Education Pub Date : 2024-01-17 DOI:10.1007/s10798-023-09875-1

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Abstract

This paper explores the possible relationships between students’ positive attitudes and interest toward technology and teachers’ approaches. The study was conducted with a sample of students (N = 2312) from 5 to 8th grade of primary school in Croatia. Reduced descriptions of teachers’ approaches were used as predictors of students’ positive attitudes and interest. Multiple regression was used to determine correlations between teachers’ approaches and students’ attitudes. The results show a weak but positive correlation between students’ attitudes and interests and teachers’ approaches typical of the flexible teacher profile. This refers to approaches in which teachers ensure that they understand the purpose of learning, implement activities that are useful from the students’ perspective, and allow students to do what they are successful at. Although the characteristics of Croatian technology teachers fit the flexible teacher profile, the correlated approaches identified here do not dominate. Despite the results, due to the complexity of the influence on students’ interests and attitudes, further research is needed that considers other possible predictors and their interactions.

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克罗地亚小学教师的教学方法与学生对技术的态度之间的关系

摘要本文探讨了学生对技术的积极态度和兴趣与教师的教学方法之间可能存在的关系。研究对象是克罗地亚小学 5 至 8 年级的学生样本（N = 2312）。对教师教学方法的还原描述被用来预测学生的积极态度和兴趣。采用多元回归法确定教师教学方法与学生态度之间的相关性。结果显示，学生的态度和兴趣与教师的教学方法之间存在微弱但积极的相关性，教师的教学方法具有典型的灵活性。这是指教师在教学过程中确保学生理解学习目的，开展从学生角度看有用的活动，并允许学生做自己擅长的事情。虽然克罗地亚科技教师的特点符合灵活型教师的特征，但这里确定的相关方法并不占主导地位。尽管取得了这些结果，但由于对学生兴趣和态度影响的复杂性，还需要进一步研究其他可能的预测因素及其相互作用。

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来源期刊

International Journal of Technology and Design Education 工程技术-工程：综合

CiteScore

5.30

自引率

19.00%

发文量

审稿时长

>12 weeks

期刊介绍： The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education. One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action'', of `doing'' as well as `understanding''.