S. Bartholomew, Cameron Moon, Emily Yoshikawa Ruesch, Greg J. Strimel
Research on children’s experiences with designing has emphasized cognitive processes, self-efficacy, and outcomes related to designing. However, efforts have been limited towards identifying approaches children use while designing and making decisions related to design. This study, which incorporated a qualitative analysis of children’s design portfolios, explored students’ decisions in planning and evaluating designs related to children’s nursery rhymes. Differences in design approaches, based on teacher, task, and stage of designing, were identified in the analysis. Understanding how children approach and attempt to solve open-ended design problems may assist in improving student design experiences and pedagogical practices in all levels of education.
{"title":"Kindergarten Student’s Approaches to Resolving Open-Ended Design Tasks","authors":"S. Bartholomew, Cameron Moon, Emily Yoshikawa Ruesch, Greg J. Strimel","doi":"10.21061/JTE.V30I2.A.6","DOIUrl":"https://doi.org/10.21061/JTE.V30I2.A.6","url":null,"abstract":"Research on children’s experiences with designing has emphasized cognitive processes, self-efficacy, and outcomes related to designing. However, efforts have been limited towards identifying approaches children use while designing and making decisions related to design. This study, which incorporated a qualitative analysis of children’s design portfolios, explored students’ decisions in planning and evaluating designs related to children’s nursery rhymes. Differences in design approaches, based on teacher, task, and stage of designing, were identified in the analysis. Understanding how children approach and attempt to solve open-ended design problems may assist in improving student design experiences and pedagogical practices in all levels of education.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"170 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73344072","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 book review critiques Robotics in STEM Education: Redesigning the Learning Experience by Myint Swe Khine. The review will give the reader insight into the chapter authors' ideas, strategies, and research on how educational robotics can help transform the way students learn in the classroom. The review also provides a critique on the overall purpose of the book, author strengths and suggestions, and the books' overall impact on the field of STEM education.
这篇书评对Myint Swe Khine的《STEM教育中的机器人:重新设计学习体验》进行了评论。这篇综述将让读者深入了解本章作者关于教育机器人如何帮助改变学生在课堂上学习的方式的想法、策略和研究。该评论还对本书的总体目的、作者的优势和建议以及本书对STEM教育领域的总体影响进行了批评。
{"title":"Book Review: Robotics in STEM Education: Redesigning the Learning Experience","authors":"R. Taylor","doi":"10.21061/jte.v30i2.a.7","DOIUrl":"https://doi.org/10.21061/jte.v30i2.a.7","url":null,"abstract":"This book review critiques Robotics in STEM Education: Redesigning the Learning Experience by Myint Swe Khine. The review will give the reader insight into the chapter authors' ideas, strategies, and research on how educational robotics can help transform the way students learn in the classroom. The review also provides a critique on the overall purpose of the book, author strengths and suggestions, and the books' overall impact on the field of STEM education.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87186410","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":"Create a Shimmering Cityscape in Perspective, Using Illustrator","authors":"D. Gorski","doi":"10.21061/JTE.V29I2.A.8","DOIUrl":"https://doi.org/10.21061/JTE.V29I2.A.8","url":null,"abstract":"","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"145 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76603157","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":"Evaluating the Effectiveness of Integrative STEM Education: Teacher and Administrator Professional Development","authors":"W. Havice, P. Havice, Chelsea Waugaman, K. Walker","doi":"10.21061/JTE.V29I2.A.5","DOIUrl":"https://doi.org/10.21061/JTE.V29I2.A.5","url":null,"abstract":"","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91055544","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":"Graphic Design and Instructional Methods: An Action Research Study","authors":"David E. Gorski","doi":"10.21061/jte.v29i2.a.7","DOIUrl":"https://doi.org/10.21061/jte.v29i2.a.7","url":null,"abstract":"","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81721805","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}
Results from a number of studies indicate that the use of drafting models can positively influence the spatial visualization ability for engineering technology students. However, additional variables such as light, temperature, motion and color can play an important role but research provides inconsistent results. Considering this, a set of 5 quasi-experimental studies, was conducted to identify additional critical variables. According to the results, a dynamic, 3Dprinted drafting model, presented with a blue background under lighting conditions between 500–750 lux had the highest impact on spatial visualization ability of engineering technology students.
{"title":"Effectiveness of Drafting Models for Engineering Technology Students and Impacts on Spatial Visualization Ability: An Analysis and Consideration of Critical Variables","authors":"Petros J. Katsioloudis, Jill E. Stefaniak","doi":"10.21061/JTE.V29I2.A.6","DOIUrl":"https://doi.org/10.21061/JTE.V29I2.A.6","url":null,"abstract":"Results from a number of studies indicate that the use of drafting models can positively influence the spatial visualization ability for engineering technology students. However, additional variables such as light, temperature, motion and color can play an important role but research provides inconsistent results. Considering this, a set of 5 quasi-experimental studies, was conducted to identify additional critical variables. According to the results, a dynamic, 3Dprinted drafting model, presented with a blue background under lighting conditions between 500–750 lux had the highest impact on spatial visualization ability of engineering technology students.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82434516","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}
In the Swedish preschool curriculum, technology education is emphasized as one of the most significant pedagogical areas. Particularly, the teacher’s role is emphasized: It is the preschool teacher ...
在瑞典的学前教育课程中，技术教育被强调为最重要的教学领域之一。特别强调了教师的角色:是幼儿教师……
{"title":"Don’t Ask Me Why: Preschool Teachers’ Knowledge in Technology as a Determinant of Leadership Behavior","authors":"Anna Öqvist, Per Högström","doi":"10.21061/jte.v29i2.a.1","DOIUrl":"https://doi.org/10.21061/jte.v29i2.a.1","url":null,"abstract":"In the Swedish preschool curriculum, technology education is emphasized as one of the most significant pedagogical areas. Particularly, the teacher’s role is emphasized: It is the preschool teacher ...","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85281286","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}
A number of studies indicate that the use of holographic displays can influence spatial visualization ability; however, research provides inconsistent results. Considering this, a quasi-experimental study was conducted to identify the existence of statistically significant effects on sectional view drawing ability due to the impacts of holographic displays. In particular, the study compared the use of three different types of displays: 3D printed model, computer generated model, and holographic model to determine whether a significant difference exists towards sectional view drawing ability, among engineering technology students. According to the results of this study, it is suggested that the impact of the display type provides no statistically significant differences.
{"title":"A Comparative Analysis of Holographic, 3D-Printed, and Computer-Generated Models: Implications for Engineering Technology Students’ Spatial Visualization Ability","authors":"Petros J. Katsioloudis, Mildred V. Jones","doi":"10.21061/JTE.V29I2.A.3","DOIUrl":"https://doi.org/10.21061/JTE.V29I2.A.3","url":null,"abstract":"A number of studies indicate that the use of holographic displays can influence spatial visualization ability; however, research provides inconsistent results. Considering this, a quasi-experimental study was conducted to identify the existence of statistically significant effects on sectional view drawing ability due to the impacts of holographic displays. In particular, the study compared the use of three different types of displays: 3D printed model, computer generated model, and holographic model to determine whether a significant difference exists towards sectional view drawing ability, among engineering technology students. According to the results of this study, it is suggested that the impact of the display type provides no statistically significant differences.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76307565","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 paper reports on the use of teaching portfolios to assist in curriculum revision and the exploration of instructional practices used by middle school technology and engineering education teachers. Two new middle school technology and engineering education units were developed through the Engineering for All (EfA) project. One EfA unit focused on addressing world food shortages via the design and construction of urban vertical hydroponic farming systems, and the other focused on providing safe drinking water through the design and construction of water filtration and purification systems (modeled to reflect needs of people in a developing nation, in this case, Bangladesh). To explore the implementation of the new EfA units by teachers and to help with their revision, a new teaching portfolio instrument was developed, validated, and used. The teaching portfolios that participating EfA teachers compiled were evaluated based on a set of Design Teaching Standards that were developed for the project, and which grew out of the informed design teaching and learning model. Findings from the review of the teaching portfolios were used to (a) revise the curriculum, (b) create design-based teaching performance rubrics, and (c) develop specific materials for the professional development of prospective EfA teachers. Findings from this research project were also used to explore the strengths of middle school technology and engineering teachers and the challenges that they face when supporting students in doing engineering design in a social context.
{"title":"Using Teaching Portfolios to Revise Curriculum and Explore Instructional Practices of Technology and Engineering Education Teachers","authors":"Michal S. Lomask, D. Crismond, M. Hacker","doi":"10.21061/JTE.V29I2.A.4","DOIUrl":"https://doi.org/10.21061/JTE.V29I2.A.4","url":null,"abstract":"This paper reports on the use of teaching portfolios to assist in curriculum revision and the exploration of instructional practices used by middle school technology and engineering education teachers. Two new middle school technology and engineering education units were developed through the Engineering for All (EfA) project. One EfA unit focused on addressing world food shortages via the design and construction of urban vertical hydroponic farming systems, and the other focused on providing safe drinking water through the design and construction of water filtration and purification systems (modeled to reflect needs of people in a developing nation, in this case, Bangladesh). To explore the implementation of the new EfA units by teachers and to help with their revision, a new teaching portfolio instrument was developed, validated, and used. The teaching portfolios that participating EfA teachers compiled were evaluated based on a set of Design Teaching Standards that were developed for the project, and which grew out of the informed design teaching and learning model. Findings from the review of the teaching portfolios were used to (a) revise the curriculum, (b) create design-based teaching performance rubrics, and (c) develop specific materials for the professional development of prospective EfA teachers. Findings from this research project were also used to explore the strengths of middle school technology and engineering teachers and the challenges that they face when supporting students in doing engineering design in a social context.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78817491","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 study reports the results of a meta-analysis synthesizing the available literature on the effectiveness of various forms of small-group learning methods on the academic achievement of college students in undergraduate engineering and technology classrooms. The meta-analytic results showed that cooperative learning, collaborative learning, problem-based learning, and peer-led team learning pedagogies were studied in college technology and engineering classrooms. The results also revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students’ academic achievement with an overall positive weighted average effect size of 0.45 in standard deviation units favoring small-group learning methods. The findings might help engineering and technology instructors and educators by providing guidance in identifying the conditions under which various forms of innovative small-group pedagogies are more effective than the traditional lecture-based teaching and individualized instruction.
{"title":"Effectiveness of Small-Group Learning Pedagogies in Engineering and Technology Education: A Meta-Analysis","authors":"Sema A. Kalaian, Rafa M. Kasim, Julia K. Nims","doi":"10.21061/JTE.V29I2.A.2","DOIUrl":"https://doi.org/10.21061/JTE.V29I2.A.2","url":null,"abstract":"This study reports the results of a meta-analysis synthesizing the available literature on the effectiveness of various forms of small-group learning methods on the academic achievement of college students in undergraduate engineering and technology classrooms. The meta-analytic results showed that cooperative learning, collaborative learning, problem-based learning, and peer-led team learning pedagogies were studied in college technology and engineering classrooms. The results also revealed that most of the primary studies supported the effectiveness of the small-group learning methods in improving students’ academic achievement with an overall positive weighted average effect size of 0.45 in standard deviation units favoring small-group learning methods. The findings might help engineering and technology instructors and educators by providing guidance in identifying the conditions under which various forms of innovative small-group pedagogies are more effective than the traditional lecture-based teaching and individualized instruction.","PeriodicalId":39755,"journal":{"name":"Journal of Technology Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87222102","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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