R. Rockland, Diane S. Bloom, J. Carpinelli, Levelle E. Burr-Alexander, L. Hirsch, H. Kimmel
Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards. Introduction Not enough students are interested in pursuing careers in science, mathematics, technology and especially engineering, at a time when the United States currently has a shortage of qualified workers in STEM fields (NSB, 2008). One of the more critical reasons most students are not interested in pursuing careers in these fields is that they are not exposed to relevant topics in STEM, particularly engineering, during their K12 studies. Quality curricular materials in these areas are scarce and teachers have not been trained to incorporate these topics into their curriculum and instruction (Kimmel, Carpinelli, Burr-Alexander, & Rockland, 2006). Therefore, students are not adequately prepared to enter STEM programs in college or pursue careers in STEM fields (NSB, 2008). As a result, there has been a growing interest in higher education to bring engineering principles and applications to secondary school mathematics and science classrooms (Kimmel & Rockland, 2002; Kimmel, Carpinelli, Burr-Alexander, & Rockland, 2006). The integration of engineering concepts and applications into the different content areas in the curriculum is one approach. The engineering design process can provide a context that would support teachers in teaching about scientific inquiry since these processes are parallel in nature and have similar problemsolving characteristics. Robotics encompasses the diverse areas of technology, computer science, engineering, and the sciences. Because of its multidisciplinary nature, using robotics in the classroom can be a valuable tool to increase student motivation and learning. The use of practical, hands-on applications of mathematical and scientific concepts across various engineering topics will help students to link scientific concepts with technology, problem solving, and design, and to apply t
像工程这样的技术领域迫切需要更多合格的工人，但没有足够的学生在科学、技术、工程或数学(STEM)领域学习，为他们的技术职业做好准备。不幸的是，许多学生对STEM职业，特别是工程没有兴趣，因为他们在K-12学习期间没有接触到这些领域的主题。大多数K-12教师没有接受过将相关STEM主题整合到课堂教学和课程材料中的培训。本文通过描述一个利用医学、机器人和信息技术合并概念的项目，探讨了将工程引入中学科学和数学课程的最佳实践。具体的例子证明整合到物理，生物和化学的教学提供。还考虑了课堂教师专业发展的关键问题，改进STEM未来教师的准备工作，以及制定符合州和国家内容标准的课程材料。没有足够的学生有兴趣从事科学、数学、技术，尤其是工程方面的职业，而美国目前在STEM领域缺乏合格的工人(NSB, 2008)。大多数学生对从事这些领域的职业不感兴趣的一个更关键的原因是，他们在K12学习期间没有接触到STEM的相关主题，特别是工程。这些领域的高质量课程材料很少，教师也没有接受过将这些主题纳入课程和教学的培训(Kimmel, Carpinelli, Burr-Alexander， & Rockland, 2006)。因此，学生们没有为进入大学学习STEM课程或从事STEM领域的职业做好充分的准备(NSB, 2008)。因此，高等教育越来越有兴趣将工程原理和应用引入中学数学和科学课堂(Kimmel & Rockland, 2002;Kimmel, Carpinelli, Burr-Alexander， & Rockland, 2006)。将工程概念和应用整合到课程的不同内容领域是一种方法。工程设计过程可以提供一个背景，支持教师教授科学探究，因为这些过程在本质上是平行的，具有相似的解决问题的特点。机器人技术涵盖了技术、计算机科学、工程和科学的各个领域。由于其多学科性质，在课堂上使用机器人可以成为增加学生动力和学习的有价值的工具。数学和科学概念在各种工程主题中的实际应用将帮助学生将科学概念与技术、问题解决和设计联系起来，并将课堂课程应用于现实生活中的问题。教师需要一定的技能和知识，才能开始将技术和工程概念整合到课堂实践中(Boettcher, Carlson, Cyr， & Shambhang, 2005;Zarske, Sullivan, Carlson， & Yowell, 2004)。对于新教师来说，这可以作为他们职前培训的一部分，但对于现任教师来说，需要全面的专业发展计划。成功的专业发展计划应该包括的一些确定的因素包括:长期努力、技术援助和支持网络、教师分享观点和经验的学院氛围、反思自己实践的机会、通过个人学习经验专注于理解教学，以及以课堂实践为基础的专业发展。本文简要介绍了为解决上述问题所做的努力，并总结了新泽西理工学院为中学科学和数学教师开发K-12 STEM课程材料和培训计划的工作，以便将工程原理融入课堂教学。推进K-12 STEM教育中的“E”，Ronald Rockland, Diane S. Bloom, John Carpinelli, Levelle Burr-Alexander, Linda S. Hirsch和Howard Kimmel
{"title":"Advancing the \"E\" in K-12 STEM Education","authors":"R. Rockland, Diane S. Bloom, J. Carpinelli, Levelle E. Burr-Alexander, L. Hirsch, H. Kimmel","doi":"10.21061/jots.v36i1.a.7","DOIUrl":"https://doi.org/10.21061/jots.v36i1.a.7","url":null,"abstract":"Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards. Introduction Not enough students are interested in pursuing careers in science, mathematics, technology and especially engineering, at a time when the United States currently has a shortage of qualified workers in STEM fields (NSB, 2008). One of the more critical reasons most students are not interested in pursuing careers in these fields is that they are not exposed to relevant topics in STEM, particularly engineering, during their K12 studies. Quality curricular materials in these areas are scarce and teachers have not been trained to incorporate these topics into their curriculum and instruction (Kimmel, Carpinelli, Burr-Alexander, & Rockland, 2006). Therefore, students are not adequately prepared to enter STEM programs in college or pursue careers in STEM fields (NSB, 2008). As a result, there has been a growing interest in higher education to bring engineering principles and applications to secondary school mathematics and science classrooms (Kimmel & Rockland, 2002; Kimmel, Carpinelli, Burr-Alexander, & Rockland, 2006). The integration of engineering concepts and applications into the different content areas in the curriculum is one approach. The engineering design process can provide a context that would support teachers in teaching about scientific inquiry since these processes are parallel in nature and have similar problemsolving characteristics. Robotics encompasses the diverse areas of technology, computer science, engineering, and the sciences. Because of its multidisciplinary nature, using robotics in the classroom can be a valuable tool to increase student motivation and learning. The use of practical, hands-on applications of mathematical and scientific concepts across various engineering topics will help students to link scientific concepts with technology, problem solving, and design, and to apply t","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130261001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on how technology educators can challenge students to “think” about technical problems. A key aspect of success in quality problem solving is understanding learning preferences and problem-solving approaches. The Learning Style Inventory (LSI) can be used to assess an individual’s ideal way to learn, in essence, a person’s learning preference (Kolb, 1984). It also can be beneficial to understand how students approach problems. The Kirton Adaption-Innovation Inventory (KAI) can be used to measure an individual’s problem-solving approach (Kirton, 1999). The purpose of this study was to determine the most effective way to teach university-level technology students to solve problems, according to their learning preferences and problem-solving approaches. The results of the study indicated that a majority of the technology students had a combination of learning preferences. The next highest percent and frequency of the students’ learning preferences was accommodating. In addition, the students in this study were both adaptive and innovative in their problem-solving approaches. One way to effectively teach problem solving to university-level technology students is to form teams of students whose members have differing learning preferences and approaches. Moreover, educators can provide learning activities that address the phases of the learning cycle and the ways in which students like to approach problems. Introduction The ever-changing technical work environment requires students to think fast and solve complex global problems. It is estimated that the root of problems in many organizations is a result of ineffective thinking (Wiele, 1998). Employers depend on technology educators to develop quality thinkers. Technology educators aim to give students a “high tech” education. This “high tech” education often means skills in computer-aided drafting, robotics, telecommunications, and quality assurance tools. However, are educators challenging students to “think” about technical problems? Starkweather (1997) argued that educators teach students to use equipment, but they often fail to teach technical problem solving, which is a higher order thinking skill. Williams (2001) agreed, acknowledging that teachers should focus on how to think rather than what to think. Each individual has a preference to his or her thinking. The Learning Style Inventory (LSI) can be used to assess an individual’s ideal way to learn, in essence, his or her learning preference (Kolb, 1984). Another measure of thinking is the way in which students approach problems. The Kirton AdaptionInnovation Inventory (KAI) can be used to assess a person’s approach to solving problems (Kirton, 2000). Understanding learning preferences and problemsolving approaches can help students to become quality thinkers and problem solvers. Currently, there is little research on learning preferences and problem-solving approaches among university-level technology students. Purpose of
{"title":"Teaching University-Level Technology Students Via the Learning Preferences and Problem-Solving Approach","authors":"S. Scott, Doug Koch","doi":"10.21061/jots.v36i1.a.3","DOIUrl":"https://doi.org/10.21061/jots.v36i1.a.3","url":null,"abstract":"This article focuses on how technology educators can challenge students to “think” about technical problems. A key aspect of success in quality problem solving is understanding learning preferences and problem-solving approaches. The Learning Style Inventory (LSI) can be used to assess an individual’s ideal way to learn, in essence, a person’s learning preference (Kolb, 1984). It also can be beneficial to understand how students approach problems. The Kirton Adaption-Innovation Inventory (KAI) can be used to measure an individual’s problem-solving approach (Kirton, 1999). The purpose of this study was to determine the most effective way to teach university-level technology students to solve problems, according to their learning preferences and problem-solving approaches. The results of the study indicated that a majority of the technology students had a combination of learning preferences. The next highest percent and frequency of the students’ learning preferences was accommodating. In addition, the students in this study were both adaptive and innovative in their problem-solving approaches. One way to effectively teach problem solving to university-level technology students is to form teams of students whose members have differing learning preferences and approaches. Moreover, educators can provide learning activities that address the phases of the learning cycle and the ways in which students like to approach problems. Introduction The ever-changing technical work environment requires students to think fast and solve complex global problems. It is estimated that the root of problems in many organizations is a result of ineffective thinking (Wiele, 1998). Employers depend on technology educators to develop quality thinkers. Technology educators aim to give students a “high tech” education. This “high tech” education often means skills in computer-aided drafting, robotics, telecommunications, and quality assurance tools. However, are educators challenging students to “think” about technical problems? Starkweather (1997) argued that educators teach students to use equipment, but they often fail to teach technical problem solving, which is a higher order thinking skill. Williams (2001) agreed, acknowledging that teachers should focus on how to think rather than what to think. Each individual has a preference to his or her thinking. The Learning Style Inventory (LSI) can be used to assess an individual’s ideal way to learn, in essence, his or her learning preference (Kolb, 1984). Another measure of thinking is the way in which students approach problems. The Kirton AdaptionInnovation Inventory (KAI) can be used to assess a person’s approach to solving problems (Kirton, 2000). Understanding learning preferences and problemsolving approaches can help students to become quality thinkers and problem solvers. Currently, there is little research on learning preferences and problem-solving approaches among university-level technology students. Purpose of ","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127376017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nanotechnology is a multidisciplinary field of research and development identified as a major priority in the United States. Progress in science and engineering at the nanoscale is critical for national security, prosperity of the economy, and enhancement of the quality of life. It is anticipated that nanotechnology will be a major transitional force that possesses the potential to change society. Rapid and continued advancement in the field of nanotechnology is accelerating the demand for specific professional knowledge and skill. These lines of technological discovery and improvement continue to unlock new content for classroom incorporation. Contemporary approaches and practices to further engage learners and enhance their abilities to apply nanoscale-related content knowledge must be continually developed in order for the United States to solidify itself as the primary builder of nanotechnology research and development. Steadfast development of new technologies leading to continual transformation of society serves as a strong indicator that current educational practices should be altered in order to prepare knowledgeable and engaged citizens. The use of three-dimensional graphics, virtual reality, virtual modeling, visualizations, and other information and communication technologies can assist in reinforcing nano-associated scientific and technological concepts.
{"title":"Nanotechnology Education: Contemporary Content and Approaches","authors":"J. Ernst","doi":"10.21061/jots.v35i1.a.1","DOIUrl":"https://doi.org/10.21061/jots.v35i1.a.1","url":null,"abstract":"Nanotechnology is a multidisciplinary field of research and development identified as a major priority in the United States. Progress in science and engineering at the nanoscale is critical for national security, prosperity of the economy, and enhancement of the quality of life. It is anticipated that nanotechnology will be a major transitional force that possesses the potential to change society. Rapid and continued advancement in the field of nanotechnology is accelerating the demand for specific professional knowledge and skill. These lines of technological discovery and improvement continue to unlock new content for classroom incorporation. Contemporary approaches and practices to further engage learners and enhance their abilities to apply nanoscale-related content knowledge must be continually developed in order for the United States to solidify itself as the primary builder of nanotechnology research and development. Steadfast development of new technologies leading to continual transformation of society serves as a strong indicator that current educational practices should be altered in order to prepare knowledgeable and engaged citizens. The use of three-dimensional graphics, virtual reality, virtual modeling, visualizations, and other information and communication technologies can assist in reinforcing nano-associated scientific and technological concepts.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125275571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
49 The following are major issues that should be considered for efficient and effective technology transfer: conceptions of technology, technological activity and transfer, communication channels, factors affecting transfer, and models of transfer. In particular, a well-developed model of technology transfer could be used as a framework for facilitating a technology transfer process. There are many popular models of technology transfer; examples include the appropri-ability model, the dissemination model, the knowledge utilization model, the contextual collaboration model, the material transfer model, the design transfer model, and the capacity According to the appropriabil-ity model, purposive attempts to transfer technologies are unnecessary, because good technologies sell themselves. Regarding the dissemination model, the perspective is that transfer processes can be successful when experts transfer specialized knowledge to a willing recipient. The knowledge utilization model emphasizes strategies that effectively deliver knowledge to the recipients. A contextual collaboration model is based on the constructivist idea that knowledge cannot be simply transmitted, but it should be subjectively constructed by its recipients. The material transfer model focuses on the simple transfer of new materials, such as machinery, seeds, tools, and the techniques associated with the use of the materials. According to the design transfer model, transfer of designs, such as blueprints and tooling specifications, should accompany the technology itself for effective technology transfer. The capacity transfer model emphasizes the transfer of knowledge, which provides recipients with the capability to design and produce a new technology on their own. These models were developed and used to make technology transfer successful. A successful transfer of technology, however, might not be guaranteed simply by using a particular model. In addition, the previously mentioned models of technology transfer tend to be fragmented rather than integrated. This implies that a new model of technology transfer should be developed that includes novel and macro viewpoints. Accordingly, this article will propose a new integrated model of technology transfer that reflects recipients' perspectives by considering the key components for enhancing technology transfer. In order to achieve this purpose, this paper first focused on understanding implications that are necessary to identifying the main components for effective technology transfer by reviewing and analyzing the main issues related to technology transfer. Defining technology is paramount because it helps to identify phenomena related to technology transfer. Since the 1960s, many scholars have tried to understand the real meaning of technology using different underlying philoso-The definitions or meanings of technology these …
{"title":"Technology Transfer Issues and a New Technology Transfer Model","authors":"H. Choi","doi":"10.21061/jots.v35i1.a.7","DOIUrl":"https://doi.org/10.21061/jots.v35i1.a.7","url":null,"abstract":"49 The following are major issues that should be considered for efficient and effective technology transfer: conceptions of technology, technological activity and transfer, communication channels, factors affecting transfer, and models of transfer. In particular, a well-developed model of technology transfer could be used as a framework for facilitating a technology transfer process. There are many popular models of technology transfer; examples include the appropri-ability model, the dissemination model, the knowledge utilization model, the contextual collaboration model, the material transfer model, the design transfer model, and the capacity According to the appropriabil-ity model, purposive attempts to transfer technologies are unnecessary, because good technologies sell themselves. Regarding the dissemination model, the perspective is that transfer processes can be successful when experts transfer specialized knowledge to a willing recipient. The knowledge utilization model emphasizes strategies that effectively deliver knowledge to the recipients. A contextual collaboration model is based on the constructivist idea that knowledge cannot be simply transmitted, but it should be subjectively constructed by its recipients. The material transfer model focuses on the simple transfer of new materials, such as machinery, seeds, tools, and the techniques associated with the use of the materials. According to the design transfer model, transfer of designs, such as blueprints and tooling specifications, should accompany the technology itself for effective technology transfer. The capacity transfer model emphasizes the transfer of knowledge, which provides recipients with the capability to design and produce a new technology on their own. These models were developed and used to make technology transfer successful. A successful transfer of technology, however, might not be guaranteed simply by using a particular model. In addition, the previously mentioned models of technology transfer tend to be fragmented rather than integrated. This implies that a new model of technology transfer should be developed that includes novel and macro viewpoints. Accordingly, this article will propose a new integrated model of technology transfer that reflects recipients' perspectives by considering the key components for enhancing technology transfer. In order to achieve this purpose, this paper first focused on understanding implications that are necessary to identifying the main components for effective technology transfer by reviewing and analyzing the main issues related to technology transfer. Defining technology is paramount because it helps to identify phenomena related to technology transfer. Since the 1960s, many scholars have tried to understand the real meaning of technology using different underlying philoso-The definitions or meanings of technology these …","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125486568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ambient energy harvesting is also known as energy scavenging or power harvesting, and it is the process where energy is obtained from the environment. A variety of techniques are available for energy scavenging, including solar and wind powers, ocean waves, piezoelectricity, ther-moelectricity, and physical motions. For example , some systems convert random motions, including ocean waves, into useful electrical energy that can be used by oceanographic monitoring wireless sensor nodes for autonomous surveillance. Ambient energy sources are classified as energy reservoirs, power distribution methods, or power-scavenging methods, which may enable portable or wireless systems to be completely battery independent and self sustaining. The students from different disciplines, such as industrial technology, construction, design and development and electronics, investigated the effectiveness of ambient energy as a source of power. After an extensive literature review, students summarized each potential ambient energy source and explained future energy-harvesting systems to generate or produce electrical energy as a support to conventional energy storage devices. This article investigates recent studies about potential ambient energy-harvesting sources and systems. Introduction Today, sustaining the power requirement for autonomous wireless and portable devices is an important issue. In the recent past, energy storage has improved significantly. However, this progress has not been able to keep up with the development of microprocessors, memory storage , and wireless technology applications. For example, in wireless sensor networks, battery-powered sensors and modules are expected to last for a long period of time. However, conducting battery maintenance for a large-scale network consisting of hundreds or even thousands of sensor nodes may be difficult, if not impossible. Ambient power sources, as a replacement for batteries, come into consideration to minimize the maintenance and the cost of operation. Power scavenging may enable wireless and portable electronic devices to be completely self-sustaining, so that battery maintenance can
{"title":"Potential Ambient Energy-Harvesting Sources and Techniques","authors":"Faruk Yildiz","doi":"10.21061/jots.v35i1.a.6","DOIUrl":"https://doi.org/10.21061/jots.v35i1.a.6","url":null,"abstract":"Ambient energy harvesting is also known as energy scavenging or power harvesting, and it is the process where energy is obtained from the environment. A variety of techniques are available for energy scavenging, including solar and wind powers, ocean waves, piezoelectricity, ther-moelectricity, and physical motions. For example , some systems convert random motions, including ocean waves, into useful electrical energy that can be used by oceanographic monitoring wireless sensor nodes for autonomous surveillance. Ambient energy sources are classified as energy reservoirs, power distribution methods, or power-scavenging methods, which may enable portable or wireless systems to be completely battery independent and self sustaining. The students from different disciplines, such as industrial technology, construction, design and development and electronics, investigated the effectiveness of ambient energy as a source of power. After an extensive literature review, students summarized each potential ambient energy source and explained future energy-harvesting systems to generate or produce electrical energy as a support to conventional energy storage devices. This article investigates recent studies about potential ambient energy-harvesting sources and systems. Introduction Today, sustaining the power requirement for autonomous wireless and portable devices is an important issue. In the recent past, energy storage has improved significantly. However, this progress has not been able to keep up with the development of microprocessors, memory storage , and wireless technology applications. For example, in wireless sensor networks, battery-powered sensors and modules are expected to last for a long period of time. However, conducting battery maintenance for a large-scale network consisting of hundreds or even thousands of sensor nodes may be difficult, if not impossible. Ambient power sources, as a replacement for batteries, come into consideration to minimize the maintenance and the cost of operation. Power scavenging may enable wireless and portable electronic devices to be completely self-sustaining, so that battery maintenance can","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121753995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increased public awareness of the significance and necessity of biotechnology has encouraged educators to implement biotechnology instruction in various educational settings. One example is the great effort made by educational researchers and practitioners internationally to integrate biotechnology in technology education. Despite the gains in the popularity of biotechnology in education, the actual implementation of biotechnology instruction is not prevalent. Previous studies suggest that technology teachers' beliefs are a significant predictor of the implementation of biotechnology instruction for technology education. Thus, there is a need for further studies on this topic, however, this study investigates Korean technology teach-ers' beliefs related to the implementation of biotechnology instruction. It also includes several issues that are implied by the findings. A piloted self-reported online survey developed by the authors was administered to 114 Korean middle school technology teachers. This survey collected demographic information and measured these teachers' intent to implement biotechnology instruction into their classes (intent). The teachers' beliefs were measured in three domains: value (technology teachers' perceived beliefs about biotechnology teaching as valuable); expectancy (technology teachers' perceived beliefs about biotechnology teaching as expectancy); and innovation (technology teach-ers' perceived beliefs about biotechnology teaching as a need regarding innovation). Results indicate that Korean technology teach-ers' beliefs measured by value, expectancy, and innovation were significantly associated with teacher intent to teach biotechnology content in their classes. This study recommends that biotechnology content should be delivered systematically to technology teachers through professional development (i.e., in-service and pre-service training). Introduction Due to the pervasive impact of biotechnology , leaders in education have begun to focus on using educational settings to increase public awareness related to the benefits and impact of biotechnology (International Technology
{"title":"Technology Teachers' Beliefs about Biotechnology and Its Instruction in South Korea.","authors":"Hyuksoo Kwon, Mido Chang","doi":"10.21061/jots.v35i1.a.9","DOIUrl":"https://doi.org/10.21061/jots.v35i1.a.9","url":null,"abstract":"The increased public awareness of the significance and necessity of biotechnology has encouraged educators to implement biotechnology instruction in various educational settings. One example is the great effort made by educational researchers and practitioners internationally to integrate biotechnology in technology education. Despite the gains in the popularity of biotechnology in education, the actual implementation of biotechnology instruction is not prevalent. Previous studies suggest that technology teachers' beliefs are a significant predictor of the implementation of biotechnology instruction for technology education. Thus, there is a need for further studies on this topic, however, this study investigates Korean technology teach-ers' beliefs related to the implementation of biotechnology instruction. It also includes several issues that are implied by the findings. A piloted self-reported online survey developed by the authors was administered to 114 Korean middle school technology teachers. This survey collected demographic information and measured these teachers' intent to implement biotechnology instruction into their classes (intent). The teachers' beliefs were measured in three domains: value (technology teachers' perceived beliefs about biotechnology teaching as valuable); expectancy (technology teachers' perceived beliefs about biotechnology teaching as expectancy); and innovation (technology teach-ers' perceived beliefs about biotechnology teaching as a need regarding innovation). Results indicate that Korean technology teach-ers' beliefs measured by value, expectancy, and innovation were significantly associated with teacher intent to teach biotechnology content in their classes. This study recommends that biotechnology content should be delivered systematically to technology teachers through professional development (i.e., in-service and pre-service training). Introduction Due to the pervasive impact of biotechnology , leaders in education have begun to focus on using educational settings to increase public awareness related to the benefits and impact of biotechnology (International Technology","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130077051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-01DOI: 10.21061/JOTS.V35I1.A.10
N. Hartman, Marvin I. Sarapin, G. Bertoline, Susan H. Sarapin
{"title":"Examining the Nature of Technology Graduate Education","authors":"N. Hartman, Marvin I. Sarapin, G. Bertoline, Susan H. Sarapin","doi":"10.21061/JOTS.V35I1.A.10","DOIUrl":"https://doi.org/10.21061/JOTS.V35I1.A.10","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125081654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Simulation of a Start-Up Manufacturing Facility for Nanopore Arrays","authors":"D. Field","doi":"10.21061/jots.v35i1.a.3","DOIUrl":"https://doi.org/10.21061/jots.v35i1.a.3","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128390998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"\"A Way of Revealing\": Technology and Utopianism in Contemporary Culture","authors":"A. Hall","doi":"10.21061/jots.v35i1.a.8","DOIUrl":"https://doi.org/10.21061/jots.v35i1.a.8","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124633866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Polymer matrix composites (PMC), often referred to as fiber reinforced plastics (FRP), consist of fiber reinforcement (E-glass, S2glass, aramid, carbon, or natural fibers) and polymer matrix/resin (polyester, vinyl ester, polyurethane, phenolic, and epoxies). Eglass/polyester and E-glass/vinyl ester composites are extensively used in the marine, sports, transportation, military, and construction industries. These industries primarily use low-cost open molding processes, such as manual/spray lay-up. Polyester and vinyl ester resin systems produce styrene emissions. Because of the stringent EPA regulations on styrene emissions, composite manufacturers are interested in using low-cost closed molding processes, such as vacuum-assisted resin transfer molding (VARTM) and styrene-free resin systems such as non-foam and full-density polyurethanes (PUR). Polyurethanes are polymers created by addition of polyisocyanates and polyols. The polyol component in polyurerhane can be produced from soybean oil. This study demonstrates that with the proper addition of nanoparticles, mechanical properties of soy-based polyurethane can be enhanced. These nanomodified soy-based polyurethane/glass composites manufactured by using the low-cost VARTM process provide alternatives to traditional glass/polyester and glass/vinyl ester composites. These composites will be more environmental friendly for two reasons: (a) Polyurethane does not produce styrene emission, thereby, resulting in a safer work place and (b) Polyol is made from a renewable resource (soybean oil).
{"title":"Bio-Based Nanocomposites: An Alternative to Traditional Composites.","authors":"J. Tate, A. Akinola, D. Kabakov","doi":"10.21061/jots.v35i1.a.4","DOIUrl":"https://doi.org/10.21061/jots.v35i1.a.4","url":null,"abstract":"Polymer matrix composites (PMC), often referred to as fiber reinforced plastics (FRP), consist of fiber reinforcement (E-glass, S2glass, aramid, carbon, or natural fibers) and polymer matrix/resin (polyester, vinyl ester, polyurethane, phenolic, and epoxies). Eglass/polyester and E-glass/vinyl ester composites are extensively used in the marine, sports, transportation, military, and construction industries. These industries primarily use low-cost open molding processes, such as manual/spray lay-up. Polyester and vinyl ester resin systems produce styrene emissions. Because of the stringent EPA regulations on styrene emissions, composite manufacturers are interested in using low-cost closed molding processes, such as vacuum-assisted resin transfer molding (VARTM) and styrene-free resin systems such as non-foam and full-density polyurethanes (PUR). Polyurethanes are polymers created by addition of polyisocyanates and polyols. The polyol component in polyurerhane can be produced from soybean oil. This study demonstrates that with the proper addition of nanoparticles, mechanical properties of soy-based polyurethane can be enhanced. These nanomodified soy-based polyurethane/glass composites manufactured by using the low-cost VARTM process provide alternatives to traditional glass/polyester and glass/vinyl ester composites. These composites will be more environmental friendly for two reasons: (a) Polyurethane does not produce styrene emission, thereby, resulting in a safer work place and (b) Polyol is made from a renewable resource (soybean oil).","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133170893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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