Pub Date : 2023-11-16DOI: 10.1007/s10798-023-09863-5
William H. Walls, Greg J. Strimel, Scott R. Bartholomew, Jackson Otto, Sydney Serban
The purpose of this study was to determine the influence that a novel, industry-situated, Science, Technology, Engineering, and Mathematics (STEM) Learning Laboratory (STEM Lab) experience may have on students’ (ages 10–18) perceptions of manufacturing-related careers as well as to identify any challenges/strategies for the implementation of these informal learning spaces within manufacturing facilities. STEM labs, which are similar to makerspaces, can be defined as physical spaces where students can learn integrated skills and content through hands-on experiences (Roy and Love, 2017). While STEM labs can be found in a variety of settings (e.g., school libraries, museums, or even theme parks), the industry-situated STEM lab that is the focus of this study is a unique application of such a learning environment in an informal space within a manufacturing facility. However, the aim for this specific space is to offer local students an opportunity to see manufacturing, the people that work there, and the skills that might be necessary to pursue a future career in the various aspects of this industry. This type of career awareness and preparation initiative has become an area of interest for manufacturers as they continue to face increasing challenges with attracting employees and confronting negative, potentially outdated, perceptions of manufacturing-related careers. That being said, this research will not attempt to justify the STEM lab initiative, but will instead provide a critical view of this novel context and this type of informal learning environment. This research objective was pursued by interviewing key industry stakeholders and analyzing an existing dataset—consisting of both student surveys and drawing tests—collected by the host manufacturer over the first year of the lab’s operation. By triangulating the data gathered from stakeholder interviews and both student surveys and drawing tests, which were collected before and after their experience with the STEM lab at the manufacturing facilities, this research sheds light on the challenges that similar industry-situated learning environments might face, as well as provides opportunities to potentially enhance the experience from both the student and industry perspective.
本研究的目的是确定一个新颖的、位于行业的科学、技术、工程和数学(STEM)学习实验室(STEM实验室)的经历可能对学生(10-18岁)对制造业相关职业的看法产生的影响，以及确定在制造业设施中实施这些非正式学习空间的任何挑战/策略。STEM实验室类似于创客空间，可以定义为学生可以通过实践体验学习综合技能和内容的物理空间(Roy and Love, 2017)。虽然STEM实验室可以在各种环境中找到(例如，学校图书馆，博物馆，甚至主题公园)，但本研究的重点是位于行业的STEM实验室，它是这种学习环境在制造工厂内非正式空间中的独特应用。然而，这个特定空间的目的是为当地学生提供一个机会，看看制造业，在那里工作的人，以及在这个行业的各个方面追求未来职业所需的技能。这种职业意识和准备主动性已经成为制造商感兴趣的领域，因为他们在吸引员工和面对负面的、可能过时的制造业相关职业观念方面面临着越来越多的挑战。话虽如此，这项研究并不会试图证明STEM实验室计划的合理性，而是会对这种新的背景和这种非正式的学习环境提供批判性的观点。为了实现这一研究目标，我们采访了主要的行业利益相关者，并分析了现有的数据集——包括学生调查和图纸测试——这些数据是由主机制造商在实验室运营的第一年收集的。通过对利益相关者访谈、学生调查和绘图测试收集的数据进行三角测量，这些数据是在他们在制造工厂的STEM实验室体验之前和之后收集的，本研究揭示了类似行业学习环境可能面临的挑战，并从学生和行业的角度提供了潜在的增强体验的机会。
{"title":"STEM learning labs in industry settings: a novel application in manufacturing and its influence on student career perceptions","authors":"William H. Walls, Greg J. Strimel, Scott R. Bartholomew, Jackson Otto, Sydney Serban","doi":"10.1007/s10798-023-09863-5","DOIUrl":"https://doi.org/10.1007/s10798-023-09863-5","url":null,"abstract":"<p>The purpose of this study was to determine the influence that a novel, industry-situated, Science, Technology, Engineering, and Mathematics (STEM) Learning Laboratory (STEM Lab) experience may have on students’ (ages 10–18) perceptions of manufacturing-related careers as well as to identify any challenges/strategies for the implementation of these informal learning spaces within manufacturing facilities. STEM labs, which are similar to makerspaces, can be defined as physical spaces where students can learn integrated skills and content through hands-on experiences (Roy and Love, 2017). While STEM labs can be found in a variety of settings (e.g., school libraries, museums, or even theme parks), the industry-situated STEM lab that is the focus of this study is a unique application of such a learning environment in an informal space within a manufacturing facility. However, the aim for this specific space is to offer local students an opportunity to see manufacturing, the people that work there, and the skills that might be necessary to pursue a future career in the various aspects of this industry. This type of career awareness and preparation initiative has become an area of interest for manufacturers as they continue to face increasing challenges with attracting employees and confronting negative, potentially outdated, perceptions of manufacturing-related careers. That being said, this research will not attempt to justify the STEM lab initiative, but will instead provide a critical view of this novel context and this type of informal learning environment. This research objective was pursued by interviewing key industry stakeholders and analyzing an existing dataset—consisting of both student surveys and drawing tests—collected by the host manufacturer over the first year of the lab’s operation. By triangulating the data gathered from stakeholder interviews and both student surveys and drawing tests, which were collected before and after their experience with the STEM lab at the manufacturing facilities, this research sheds light on the challenges that similar industry-situated learning environments might face, as well as provides opportunities to potentially enhance the experience from both the student and industry perspective.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1007/s10798-023-09862-6
Mehdi Khakzand, Zohreh Rakhshani
{"title":"Flexibility; a critical concern in concept development in the early stages of architectural design process (case study: universities in Tehran)","authors":"Mehdi Khakzand, Zohreh Rakhshani","doi":"10.1007/s10798-023-09862-6","DOIUrl":"https://doi.org/10.1007/s10798-023-09862-6","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1007/s10798-023-09861-7
Wing-Leung Yeung, Oi-Lam Ng
{"title":"Using empathy maps to support design-thinking enhanced transdisciplinary STEM innovation in K-12 setting","authors":"Wing-Leung Yeung, Oi-Lam Ng","doi":"10.1007/s10798-023-09861-7","DOIUrl":"https://doi.org/10.1007/s10798-023-09861-7","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1007/s10798-023-09860-8
Eva-Lena Bjursten, Tor Nilsson, Gunnar Jonsson
Abstract There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system.
{"title":"Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education","authors":"Eva-Lena Bjursten, Tor Nilsson, Gunnar Jonsson","doi":"10.1007/s10798-023-09860-8","DOIUrl":"https://doi.org/10.1007/s10798-023-09860-8","url":null,"abstract":"Abstract There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135268424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.1007/s10798-023-09855-5
Tris Kee, Hao Zhang, Ronnel B. King
Abstract Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb’s experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study.
{"title":"An empirical study on immersive technology in synchronous hybrid learning in design education","authors":"Tris Kee, Hao Zhang, Ronnel B. King","doi":"10.1007/s10798-023-09855-5","DOIUrl":"https://doi.org/10.1007/s10798-023-09855-5","url":null,"abstract":"Abstract Immersive technology plays an increasingly important role in design education, supporting digital literacy and experiential learning in higher education, particularly in the post-COVID-19 context. Many design disciplines, such as Architecture and Landscape Design, which used to rely heavily on physical field trips, and dialogic studios as signature pedagogies, had to adapt to the proliferation of innovative educational technologies due to the suspension of face-to-face teaching and learning. Augmented reality and virtual reality are now extensively used in technology and design education to support a more interactive, collaborative, and student-centred approach to learning. This paper expands on a pilot research study on the transition from traditional signature pedagogies of studio-based design education to technology-enhanced collaborative learning to support experiential learning. Based on Kolb’s experiential learning framework concerning four learning modes, namely, concrete experience (CE), reflective observation (RO), abstract conceptualisation (AC), and active experimentation (AE), this paper analyses data from 75 undergraduate students across four cohorts in three different higher education institutions in Hong Kong. They were surveyed on their experiences of synchronous hybrid virtual experiential learning with design and technology curricula. Furthermore, six students were interviewed about their experiences. The research findings confirm two research hypotheses showing that immersive experiential learning could constructively align RO and AE, thus bringing an overall positive impact on the experiential learning process, but shows no conclusive influence on promoting CE, especially AC. The quantitative findings and qualitative results gave new insights into the discussion of the theoretical and practical implications of the study.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135266863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-21DOI: 10.1007/s10798-023-09859-1
Andrew Doyle, Niall Seery, Lena Gumaelius, Donal Canty, Eva Hartell
Abstract Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
{"title":"Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology","authors":"Andrew Doyle, Niall Seery, Lena Gumaelius, Donal Canty, Eva Hartell","doi":"10.1007/s10798-023-09859-1","DOIUrl":"https://doi.org/10.1007/s10798-023-09859-1","url":null,"abstract":"Abstract Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135463811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-19DOI: 10.1007/s10798-023-09858-2
Neshane Harvey, Piet Ankiewicz
{"title":"Correction to: A principle-based philosophical framework for fashion design praxis and education in new design landscapes","authors":"Neshane Harvey, Piet Ankiewicz","doi":"10.1007/s10798-023-09858-2","DOIUrl":"https://doi.org/10.1007/s10798-023-09858-2","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1007/s10798-023-09857-3
Marie-Monique Schaper, Rachel Charlotte Smith, Maarten van Mechelen, Mariana Aki Tamashiro, Ole Sejer Iversen
{"title":"Co-designing sustainable practices for emerging technologies education","authors":"Marie-Monique Schaper, Rachel Charlotte Smith, Maarten van Mechelen, Mariana Aki Tamashiro, Ole Sejer Iversen","doi":"10.1007/s10798-023-09857-3","DOIUrl":"https://doi.org/10.1007/s10798-023-09857-3","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135805647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1007/s10798-023-09853-7
Nathan Mentzer, Wonki Lee, Andrew Jackson, Scott Bartholomew
{"title":"Learning by Evaluating (LbE): promoting meaningful reasoning in the context of engineering design thinking using Adaptive Comparative Judgment (ACJ)","authors":"Nathan Mentzer, Wonki Lee, Andrew Jackson, Scott Bartholomew","doi":"10.1007/s10798-023-09853-7","DOIUrl":"https://doi.org/10.1007/s10798-023-09853-7","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136210966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1007/s10798-023-09849-3
Wendy Fox-Turnbull
Abstract Classroom conversation between students is complex and used for multiple reasons every day. Student dialogue also allows teachers insight into student's learning. This article presents findings from a qualitative study that used dialogism, a branch of sociocultural theory, to investigate in depth student to student (inter-student) questioning learning in technology in junior primary classrooms in small town in rural South Island, New Zealand. Inter-student dialogue was investigated while students from Year 0–4 undertook a technology unit to design and make props and costumes for their class item in the up-coming school production. In this study insight was gained into aspects of development of student understanding in and of technology through the recording and analysis of inter-student talk, observation, analysis of work samples and focus group interviews with the students and their teachers. It also allowed insight into students’ views of the value of talking with their peers. This study aimed to contribute specifically to the fields of classroom dialogue, student learning, formative assessment and technology education. Three key findings are reported, the first related to teachers’ views of classroom talk. Both were aware of the value of talk in the classroom but struggled to implement in-depth student dialogue for a range of reasons. The second finding focused on students’ views on talk. Initially students recognised that they used questions to ask their teacher, peers, or parents for help, however after the study the data showed that a more sophisticated understanding of dialogue emerged. The third key findings focused on the nature of students’ questions while undertaking technology practice. Findings showed that social interaction played a key role in developing participants’ understanding of technology and that they used questioning to clarify, collaborate, support and defend themselves.
{"title":"Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education","authors":"Wendy Fox-Turnbull","doi":"10.1007/s10798-023-09849-3","DOIUrl":"https://doi.org/10.1007/s10798-023-09849-3","url":null,"abstract":"Abstract Classroom conversation between students is complex and used for multiple reasons every day. Student dialogue also allows teachers insight into student's learning. This article presents findings from a qualitative study that used dialogism, a branch of sociocultural theory, to investigate in depth student to student (inter-student) questioning learning in technology in junior primary classrooms in small town in rural South Island, New Zealand. Inter-student dialogue was investigated while students from Year 0–4 undertook a technology unit to design and make props and costumes for their class item in the up-coming school production. In this study insight was gained into aspects of development of student understanding in and of technology through the recording and analysis of inter-student talk, observation, analysis of work samples and focus group interviews with the students and their teachers. It also allowed insight into students’ views of the value of talking with their peers. This study aimed to contribute specifically to the fields of classroom dialogue, student learning, formative assessment and technology education. Three key findings are reported, the first related to teachers’ views of classroom talk. Both were aware of the value of talk in the classroom but struggled to implement in-depth student dialogue for a range of reasons. The second finding focused on students’ views on talk. Initially students recognised that they used questions to ask their teacher, peers, or parents for help, however after the study the data showed that a more sophisticated understanding of dialogue emerged. The third key findings focused on the nature of students’ questions while undertaking technology practice. Findings showed that social interaction played a key role in developing participants’ understanding of technology and that they used questioning to clarify, collaborate, support and defend themselves.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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