PATT40 (LJMU)
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A Pre-study of Two Design Methodologies in a Pre-service Teacher Education Activity
Full text linkConstruction with different materials, tools and techniques has a long history as an activity in preschool. In Sweden, this area of activity has commonly been known as bygg och konstruktion (to build and construct). However, exactly what this term entails in relation to technology as a content matter is not entirely clear. But since the construction activities has such a rich history in preschool, official documents and guidelines could shed light on this. Consequently, the aim of this paper was to examine construction activities’ role in preschool activities and how these activities has been presented historically. This was done by examining historical documents pertaining to the Swedish preschool. The examination shows that bygg och konstruktion has been a distinct part of different content matters in official governmental reports and curricula documents since at least the early 1950s, during the same time period when the Swedish National Board of Health and Welfare became responsible for the Swedish child care. In the 1970s and early 1980s, during a period when the political discourse revolved around how a perceived lack of interest in natural science from the populace could hinder economic growth, it was partly placed in the content area of natural science. During the end of the 1980s and early 1990s, during the same time as the school subject of technology emerged, it was partly placed in the new content area of technology. During all of this time, parallel to its inclusion in natural science and technology, bygg och konstruktion can also be found in the aesthetical content area. The analysis of the historical documents also shows that no clear distinction is made between bygg and konstruktion – the terms are used as synonymous to each other
Teachers\u27 perceptions and impressions of the forest and the city as a starting point for teaching biomimicry
Full text linkThe study aims at professional development directed towards finding new pathways in education for and in sustainable development. In this study, we consider the ways in which primary teachers from two schools in Gothenburg, Sweden, work with the forest and the urban environment as a learning environment. The teachers\u27 descriptions are the basis for introducing biomimicry as a way to strengthen teaching in, and about, sustainable development. Biomimicry has the potential to bridge knowledge of forest ecological systems and how these can be imitated in human-made technological systems in the urban environment. The research questions that this study focuses on are what experiences and understanding of the two places, the urban area, and the forest, are in the foreground of teachers\u27 reflections? In what ways does the collage method make visible teachers\u27 relationships with the urban environment and the forest? The collage method was used to stimulate teachers’ reflection, conversation and writing about forests and urban areas learning environments, and about the forest and technical systems in the urban environment as teaching content. Data were collected when groups of 3-4 teachers in each group, first illustrated their experiences and understandings of the environments individually and secondly described their collage as a written text and in conversation with the group. The research project\u27s potential to strengthen cooperation is based on the teachers\u27 motivation for knowledge to develop their teaching in, and about, sustainable development and to use nearby forests and urban areas in a more in-depth way
Secondary Students Intrinsic Motivation during Multidisciplinary STEAM projects : A quantitative study on the influence of competence, autonomy and relatedness in secondary Dutch classrooms
No full textEducation is usually organized along the line of mono-disciplines. It is however argued that a focus on solving problems, designing and advising for clients will be more meaningful for students and will enhance their motivation for Science, Technology, Engineering and Mathematics subjects and careers. Therefore, the Dutch network of Technasia schools have positioned Integrative STEAM projects for clients central in their curriculum.
Usually these projects are related to one discipline and conducted by students with a science-oriented profile. In a pilot, 8 schools developed and conducted Multidisciplinary STEAM Projects for pupils in grade 9 to 11 using social cooperative approaches such Jigsaw and perspective-based question prompts that scaffold multi-disciplinary ways of thinking.
The self-determination theory links intrinsic motivation with the presence of autonomy, relatedness, perceived competences. The theory also links the way students perceive the relevance of their learning activities to motivation. Therefore the Intrinsic Motivation Inventory (IMI) questionnaire was used to determine half-way and after the project of 182 students their interest and enjoyment as well perceived competence, effort, pressure, perceived choice, value/usefulness and relatedness. For relatedness to peers and to the client the original statements from IMI were adapted. The results show that intrinsic motivation was slightly positive on average, while relatedness between teammates was positive and pressure low. Students experienced working from different disciplines as valuable. It is suggested to develop new items to measure relatedness to the client as those based on the original IMI where not able to measure this construct well
Approaches to industrial processes in technology textbooks
Full text linkThe aim of this study is to explore how technology textbooks can provide students with a basis for expressing knowledge about technical solutions within industrial processes. The base and the delimitation for the study is the formulation of the specific content on industrial processes that must be taught to 13 to 15-year-olds in Swedish schools pursuant to the national syllabus. Textbooks constitute an important foundation for teaching, particularly in the subject of technology, in which teachers may find the breadth of content they are expected to teach challenging. The study analyses the sections concerning industrial processes in four different technology textbooks commonly used for students in the age group 13–15. Analysis involved interpreting content in the form of text, images, assignments etc. related to aspects that are expected to characterise students’ descriptions and explanations of technical solutions: understanding of technical solutions purpose and functionality, how components interact as a whole, similarities to other technical solutions and relating them to their own experiences. The results show that these aspects emerge in different ways depending on, among other things, how the area is presented. We found three different ways in which industrial processes are presented in the textbooks: A unique industrial process is described carefully and in detail, Sub-processes and methods are presented systematically and Industrial processes are described as technological systems at a general level. One interpretation is that, as a teacher, you can teach about industrial processes in these different ways and that which one you choose affects to what extent certain aspects of technical solutions are visualised for the students
Meta-analysis on Students’ Effects of Technology Education Classes under the South Korean National Curriculum
No full textIn South Korea, Technology education is one of the national curriculum compulsory subjects, and despite the importance and value, public awareness toward technology and technology education is very low. Whenever the curriculum is revised, the value and place of technology education have been challenged. The purpose of this study is to analyse effects on students of technology education classes. Meta-analysis is conducted to calculate the effect size of technology education classes in the Republic of Korea. Data are collected through an integrated searching engine of Korean academic database. From 2000 to 2022, 61 studies are analysed by Comprehensive Meta Analysis 4.0. The result shows an intermediate effect size in technology education classes. A total of 148 effect sizes are analysed by dividing the subcategories into publishing type, teaching method, school level, experimental type, and dependent variable. For the publishing type, academic journals and thesis papers show the intermediate effect size. Particularly, studies for elementary school level indicate a high effect size, followed by middle school and high school. The dependent variables show intermediate effect sizes of the order of affective variables (e.g., attitude, motivation), psychomotor variable, and cognitive variables (e.g., academic achievement). Based on the findings, this study can make the following recommendations. More studies for proving the value and importance of technology education classes should be conducted.
Key Word : Technology Classes, Effect Size, Meta-analysis, Students, South Kore
Insights from the implementation of the course “Development of an interdisciplinary STEM project via PBL approach” in an \u27Integrative STEM Education\u27 M.Ed. program
Full text linkThe paper explores the implementation of the problem-based learning (PBL) pedagogical approach in an academic course titled "Development of an Interdisciplinary STEM Project via PBL Approach." This course is one of the key courses in the master\u27s in education (M.Ed.) degree on integrative Science, Technology, Engineering, and Mathematics (STEM) education running at Beit Berl College, Israel. The M.Ed. program aimed to train educators to design and implement interdisciplinary STEM curricula in schools and other educational settings. The program\u27s main goals are to expand and enrich the teachers\u27 understanding of the different STEM-based fields, to introduce them to new integrative fields implemented in industry and academia, and to provide them with the necessary foundations for implementing integrative STEM education using cutting-edge teaching and learning methods. The course is 6 ECTS credits and runs for two semesters. The course objective is to provide students with hands-on experience in the development of a STEM project within the incubator environment of the curriculum. In the course, the students work in a multidisciplinary team, and identify a problem relevant to society with awareness of sustainability, for which they develop a solution as a product. The students plan their path to solving the problem, investigate and find information to support the process, plan their timetable, and determine the criteria for assessing the product and their learning process. The course is co-taught by three lecturers from three different disciplines: environmental sciences, computer science, and technology. Each lecturer contributes to the learning process from her specific field of knowledge, from their different educational backgrounds, and their vast academic experience. The paper analyses the course implementation through the lens of PBL via student and faculty reflections, aiming to evaluate the learning process and address the challenges to improve the course
How does matter matter in technology education?
No full textPractical activities are at the core of learning in technology. Therefore, such activities are included as an important and established part of education and curricula. From practical work during education, students are expected to develop their understanding of technology’s material codes. Entities, from simple equipment to advanced instruments, require knowledge of when, why and for what they can and should be used. Students are required to learn the practical craft of how to handle equipment and different materials. Emotional outcomes from practical activities may be feelings of success and satisfaction, or disappointment, lingering worries and nervousness. Such feelings may be crucial for a student’s decision to start, or continue, her/his science/technology studies.
This project explores how practical activities shape learning processes in two different experimental setups within technology education. The purpose is to examine how students’ and teachers’ emotional embodiment of scientific/technology practices, through entangled intra-actions with each other and matter/material, influence both teaching and learning. We draw on Barad’s theory of agential realism (Barad 2007) and Sara Ahmed’s ‘Cultural Politics of Emotion’ (Ahmed 2012). Three methods of data collection will be employed: observations, micro interviews, and interviews.
The research questions are: how can student-teacher-material-emotions intra-actions be understood, and what context-specific views of practical skills are expressed, and how?
In the presentation we discuss the theoretical framework, methods, and early outcomes from a pilot study
Teacher training in robotics - evaluating the implementation of robotics and teachers motivation and self-efficacy towards robotics.
Full text linkThe competent, critical, cooperative, and creative use of digital technologies has become a fundamental requirement for participation in society and professional life. Human-robot collaboration, which is increasingly common in industry, and networked production through the Internet of Things are prime examples of this. Teachers therefore need to be prepared for the challenges in times of digital transformation in order to prepare students for the increasingly digitalised labour market of today and tomorrow. As part of the so-called master plan for digitization, the project “Robonatives" is equipping technology labs at 65 schools. In order to ensure a structured implementation in line with the project\u27s objectives, the University of Oldenburg, among others, is supporting these schools in the development of curriculum for long-term integration into the schools\u27 own curriculum. Teachers are provided with advanced training courses addressing the use of robots, occupational safety, and ethical and social issues, as well as the design of learning situations. The aim is to establish the topic in schools in the long-term, beyond the project\u27s duration (24 months). In line with this, the article presents and evaluates a study on how robotics is embedded in the lessons of the project schools. A further aim of the evaluation is to measure the teachers\u27 motivation and self-efficacy to teach robotics, in order to evaluate the training concept and to identify further needs
Transferring knowledge from one context to another
Full text linkThis current case study examines the knowledge expressed by students in grade 9 (14-15 years old) when they have been taught about a specific technical system, the wastwater system, and are then asked to describe another optional technical system. They have been taught about the wastwater system through activities such as drawing their own system model and receiving specific guiding questions. In the case study, three students were interviewed after being taught about the wastwater system, and during the interview, they were asked to describe another optional technical system. They drew a system model and described the chosen system. The students\u27 descriptions and their drawn models constitute the data in the case study. The data has been analyzed with transfer theory, and the results are discussed in relation to previous research on certain interpretations of transfer. The results show that the students describe structure and flow. A linear thinking is transferred to the students\u27 descriptions of the new technical system, which may indicate that the relatively linear structure of the wastwater system is transferred to the new system, which, however, has a more circular structure. In conclusion, this study highlights the importance of equipping students with effective learning strategies for comprehending and describing various technical systems. The findings emphasize the need for additional guidance to facilitate the generalization of system knowledge, particularly when transferring knowledge between systems with different structural characteristics
Situating spatial ability development in the Craft and Technology curricula of Swedish compulsory education
Full text linkSpatial ability has been shown to have a causal relationship with students’ success in science, technology, engineering, and mathematics (STEM) subjects. While an abundance of research has investigated how spatial ability development is and could be integrated to science, engineering, and mathematics curricula, little attempt has been made to date to situate where spatial ability manifests in technology curricula. This paper uses document analysis strategy to examine the locations of spatial ability related learning outcomes within the craft and technology curricula in Swedish compulsory education.
This paper employs a qualitative inductive approach to analyse the policy document from the Swedish National Agency for Education. We argue that spatial ability development manifests in the Swedish craft and technology subject curricula along two dimensions. First, the curricula are underpinned by visual components, which are graphical, pictorial, and manufactured components. Second, along with the visual components, the curricula are delivered with the aim of constructing students’ conceptual and procedural knowledge. While technology curriculum dominantly cultivates students’ conceptual and procedural knowledge by interacting with the graphical and manufactured components such as sketches and objects, the craft curriculum is taught in a more diverse way where students are not only required to deal with graphical and manufactured components but also to involve in various pictorial components that convey cultural and historical meanings by craft products.
 
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PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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