Pub Date : 2023-10-04DOI: 10.1007/s10798-023-09856-4
Behnaz Norouzi, Sumita Sharma, Marianne Kinnula, Netta Iivari, Minttu Ukkola, Ivan Sanchez Milara, Gleb Bulygin, Jari uusitalo, Megumi Iwata
Abstract Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication.
{"title":"Enabling children’s genuine participation in digital design and fabrication: instructors’ perspective","authors":"Behnaz Norouzi, Sumita Sharma, Marianne Kinnula, Netta Iivari, Minttu Ukkola, Ivan Sanchez Milara, Gleb Bulygin, Jari uusitalo, Megumi Iwata","doi":"10.1007/s10798-023-09856-4","DOIUrl":"https://doi.org/10.1007/s10798-023-09856-4","url":null,"abstract":"Abstract Digital fabrication laboratories (Fab Labs) are accessible to the public, including children and families. However, a variety of technical skills, tools, and expertise are needed in these spaces, and Fab Lab staff—instructors working there—are in a key role in helping Fab Lab users. There is, however, a lack of research on how these instructors can inspire children's genuine participation in Fab Labs. We analyze the challenges faced by four instructors during two months of Fab Lab workshops with 7–12-year-old children. The children worked in child-only or child-parent groups on informal digital design and fabrication activities. Based on genuine participation principles derived from the literature, we designed our workshops, which included the creation of instructor guideline. At the end, we developed a post-workshop framework in which the instructors provided feedback about their performance and experiences. We provide recommendations to help instructors support children's genuine participation in digital design and fabrication.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590701","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 : 2023-09-30DOI: 10.1007/s10798-023-09854-6
Wendy H. Fox-Turnbull, Maryam Moridnejad, Paul D. Docherty, Josy Cooper
Abstract There is a considerable lack of women in the engineering disciplines at tertiary level in New Zealand. This is an economic issue because innovation and creativity in engineering are supported by diversity which directly and indirectly supports the New Zealand economy. Improving diversity in engineering will also improve equity. Literature suggests that parents, teachers, students’ self-perception, their beliefs, and stereotypical views influence girls’ career selection. Despite the vast number of studies in the international literature regarding the influencing factors on women’s career selection in engineering, this comprehensive study for the first time investigates the factors that contribute to women’s interest in studying engineering in New Zealand. The researchers explored these influencing factors from three lenses; future teachers of children aged 11–13 years, current engineering students and high school students. They found that participants held very strong stereotypical views about engineers, that barriers to selection of engineering pathway for females included a lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine. It also found that experiences throughout their lives can steer girls away from a career in engineering.
{"title":"Influencing factors on women in connection with engineering in New Zealand: a triad of lenses","authors":"Wendy H. Fox-Turnbull, Maryam Moridnejad, Paul D. Docherty, Josy Cooper","doi":"10.1007/s10798-023-09854-6","DOIUrl":"https://doi.org/10.1007/s10798-023-09854-6","url":null,"abstract":"Abstract There is a considerable lack of women in the engineering disciplines at tertiary level in New Zealand. This is an economic issue because innovation and creativity in engineering are supported by diversity which directly and indirectly supports the New Zealand economy. Improving diversity in engineering will also improve equity. Literature suggests that parents, teachers, students’ self-perception, their beliefs, and stereotypical views influence girls’ career selection. Despite the vast number of studies in the international literature regarding the influencing factors on women’s career selection in engineering, this comprehensive study for the first time investigates the factors that contribute to women’s interest in studying engineering in New Zealand. The researchers explored these influencing factors from three lenses; future teachers of children aged 11–13 years, current engineering students and high school students. They found that participants held very strong stereotypical views about engineers, that barriers to selection of engineering pathway for females included a lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine. It also found that experiences throughout their lives can steer girls away from a career in engineering.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342590","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 : 2023-09-30DOI: 10.1007/s10798-023-09852-8
Mariia I. Dovha, Pavlo D. Antonenko, Yevhenii B. Shapovalov, Daniil S. Lytovchenko, Maksym S. Halchenko
{"title":"Developing and evaluating the effectiveness of a pilot online course for creativity development","authors":"Mariia I. Dovha, Pavlo D. Antonenko, Yevhenii B. Shapovalov, Daniil S. Lytovchenko, Maksym S. Halchenko","doi":"10.1007/s10798-023-09852-8","DOIUrl":"https://doi.org/10.1007/s10798-023-09852-8","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277890","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 : 2023-09-25DOI: 10.1007/s10798-023-09850-w
Johan Lind, Eva Davidsson, Mats Lundström
Abstract Research on students’ perceptions and understanding of technology has shown that students have a narrow view of technology: for example, technology is often manifested in students’ descriptions as artefacts or objects. This study investigates the ways in which students’ understanding of how technology is manifested expands during a series of classroom activities in technology. The study was conducted at a compulsory primary school with eight-year-old students. The data (video and audio recordings) were collected in small-group interactions and in whole-class discussions. In the interactions, the students utilised self-taken photographs to visualise their understanding and perception of technology’s manifestations: object, activity, volition, and knowledge (Mitcham in Thinking through technology. The path between engineering and philosophy, The University of Chicago Press, 1994). Based on their prior knowledge, the students perceived technology as contemporary electrical artefacts. As they engage in a technology project, they develop and expand their understanding of how technology is manifested, as well as relate different manifestations to one another. The findings indicate that students achieve a more advanced understanding of technological manifestations compared to only discussing each manifestation of technology separately.
{"title":"Primary school students’ understanding of the manifestations of technology","authors":"Johan Lind, Eva Davidsson, Mats Lundström","doi":"10.1007/s10798-023-09850-w","DOIUrl":"https://doi.org/10.1007/s10798-023-09850-w","url":null,"abstract":"Abstract Research on students’ perceptions and understanding of technology has shown that students have a narrow view of technology: for example, technology is often manifested in students’ descriptions as artefacts or objects. This study investigates the ways in which students’ understanding of how technology is manifested expands during a series of classroom activities in technology. The study was conducted at a compulsory primary school with eight-year-old students. The data (video and audio recordings) were collected in small-group interactions and in whole-class discussions. In the interactions, the students utilised self-taken photographs to visualise their understanding and perception of technology’s manifestations: object, activity, volition, and knowledge (Mitcham in Thinking through technology. The path between engineering and philosophy, The University of Chicago Press, 1994). Based on their prior knowledge, the students perceived technology as contemporary electrical artefacts. As they engage in a technology project, they develop and expand their understanding of how technology is manifested, as well as relate different manifestations to one another. The findings indicate that students achieve a more advanced understanding of technological manifestations compared to only discussing each manifestation of technology separately.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815207","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 : 2023-09-22DOI: 10.1007/s10798-023-09851-9
Christina Ioanna Pappa, Despoina Georgiou, Daniel Pittich
Abstract This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.
摘要本研究系统回顾了小学技术教育的现状以及技术和工程教育领域使用的术语。此外，本综述强调了在概述技术和工程教育现状时不可忽视的教学和学习的关键方面，如学生和教师的个人因素、课堂交流和教师的专业成长。按照PRISMA的指导方针，审查了两个电子数据库，科学和教育资源信息中心网。文献检索共发现1206篇论文，其中125篇来自Web of Science, 1081篇来自ERIC。应用纳入和排除标准，选择33篇论文进行深度评价。结果表明，对小学技术教育的研究是一个越来越感兴趣的领域，但焦点分散。我们的评论是第一个指出广泛的技术和工程教育的定义。我们还强调了关注学生和教师的个人因素和课堂互动的研究的巨大异质性，这一发现可以用技术和工程课程的概念和目标不明确来解释。本研究有助于研究和政策制定，以更好地了解小学技术与工程教育的现状、异质性和挑战。此外，我们还提供了第一手的见解，以支持针对教师技术接受度和技术相关教学实践改进的专业发展努力。
{"title":"Assessing the state of technology education in primary schools: a systematic review of the last 2 decades","authors":"Christina Ioanna Pappa, Despoina Georgiou, Daniel Pittich","doi":"10.1007/s10798-023-09851-9","DOIUrl":"https://doi.org/10.1007/s10798-023-09851-9","url":null,"abstract":"Abstract This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students’ and teachers’ personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students’ and teachers’ personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers’ technology acceptance and improvement of their technology-related teaching practices.","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060739","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 : 2023-09-11DOI: 10.1007/s10798-023-09848-4
Yishan Xie, Xinhua Zhang
{"title":"Research on the design and implementation of primary school STEM project based on VR coursewares","authors":"Yishan Xie, Xinhua Zhang","doi":"10.1007/s10798-023-09848-4","DOIUrl":"https://doi.org/10.1007/s10798-023-09848-4","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980941","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 : 2023-09-04DOI: 10.1007/s10798-023-09831-z
Ulrika Sultan, Cecilia Axell, Jonas Hallström
{"title":"Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp","authors":"Ulrika Sultan, Cecilia Axell, Jonas Hallström","doi":"10.1007/s10798-023-09831-z","DOIUrl":"https://doi.org/10.1007/s10798-023-09831-z","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44659904","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 : 2023-08-17DOI: 10.1007/s10798-023-09843-9
Elizabeth Reinsfield, A. Doyle, Sarah Washbooke
{"title":"Approaches to learning in technology education during the global pandemic: secondary teachers’ technical and technological perspectives and practice in New Zealand","authors":"Elizabeth Reinsfield, A. Doyle, Sarah Washbooke","doi":"10.1007/s10798-023-09843-9","DOIUrl":"https://doi.org/10.1007/s10798-023-09843-9","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48351272","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 : 2023-08-14DOI: 10.1007/s10798-023-09834-w
E. A. Sanders, M. Goldstein, J. Hess
{"title":"Course experiences that promote and inhibit human-centered design","authors":"E. A. Sanders, M. Goldstein, J. Hess","doi":"10.1007/s10798-023-09834-w","DOIUrl":"https://doi.org/10.1007/s10798-023-09834-w","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45887559","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 : 2023-08-09DOI: 10.1007/s10798-023-09847-5
C. Brom, Tereza Hannemann, Tereza Tetourová, A. Drobná, Nikol Kopáňková, Kristina Volná, Katerina Kacerovská, F. Děchtěrenko, P. Jezek, Tereza Stárková
{"title":"Eight-year-olds’ naïve and acquired knowledge about computer viruses: a mixed methods study","authors":"C. Brom, Tereza Hannemann, Tereza Tetourová, A. Drobná, Nikol Kopáňková, Kristina Volná, Katerina Kacerovská, F. Děchtěrenko, P. Jezek, Tereza Stárková","doi":"10.1007/s10798-023-09847-5","DOIUrl":"https://doi.org/10.1007/s10798-023-09847-5","url":null,"abstract":"","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45158365","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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