Design and Technology Education (LJMU)
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Involving students in sharing and clarifying learning intentions related to 21st century skills in primary design and technology education
Get PDFDesign and Technology Education is an excellent vehicle for the development of the so-called 21st -Century skills, such as creativity, critical thinking and cooperation. However, the development of these skills through design projects does not yet reach its full potential. Formative assessment is able to support the learning of 21st -Century skills. In a case study a teacher shares and clarifies the goal of divergent thinking with her class of 11- and 12-year old’s using a newly developed interactive approach. Small drawings were made collectively to visualize the skill. Half-way during the brainstorm session, students were asked to assess their brainstorm results and divergent thinking skills in a collective reflection. The results show that the interactive visual approach led students to understand how to be successful in divergent thinking. They collectively developed expressions to talk about how sound divergent thinking looks and this enabled them to diagnose strengths and weaknesses in divergent thinking. All interviewed students reported an improvement in divergent thinking after the collective reflection. This indicates that active involvement of students in clarifying learning intentions enables the development of relevant feedback. Although this result was only achieved in one class with one particular teacher, it underlines the value of the interactive visualization tool. Furthermore, it shows that the formative assessment strategy of sharing, clarifying and understanding learning intentions and success criteria related to 21st century skills in the context of real-life design projects supports self-evaluation and feedback uptake
Development of teacher education students’ pedagogical content knowledge (PCK) through reflection and a learning-by-doing approach in craft and technology education
Get PDFThe approaches of learning by doing and making have always been inherent components of Finnish craft and technology education. Craft is a practical subject that involves many hands-on activities during which students actively practice experimentation, investigation, invention, problem-solving and designing skills. The same ideology is utilised in craft and technology teacher education courses at the University of Jyväskylä. The overall purpose of this study was to increase our understanding of the development of teacher education students’ pedagogical content knowledge (PCK) in craft and technology education through reflection and the learningby-doing approach. To achieve this goal, students were asked to fill out a reflective questionnaire after one of their hands-on working sessions. The open-ended questionnaire was formulated on the basis of Roberts’ (2012) four philosophical stances so that each of them were equally able to provide representative information in relation to students’ reflections on it. During the academic year 2019–2020, a total of 115 students responded to the questionnaire while taking the ‘Pedagogy of Multi-material Craft and Technology Basic Course’. Data were analysed by identifying themes based on the frequency of their occurrence. Philosophical stances of ‘knowledge acquisition is inherently interactive’ and ‘examining things based on practical consequences’ proposed by Roberts (2012) were the most evident ones in teacher education students’ reflections. This study demonstrates how the learning-by-doing approach and use of a reflective tool can facilitate the development of students’ PCK in craft and technology education
The Role of Spatial Ability on Architecture Education
Get PDFSpatial ability is one of the most important key points for technical professions such as architects and engineers and is directly related with the success in educational and professional business life. In this regard, “Techniques of Architectural Presentation”, a first semester architectural department course at Gebze Technical University, aims to provide these skills through a variety of techniques such as two-dimensional, three-dimensional representations and models. In this study, the contribution of this course on spatial skills were researched considering students\u27 spatial experiences and innate abilities before architectural education. Pre-test and post-test research were applied and analysed with Statistical Packages for Social Science (SPSS) version 18 software. The pre-test and post-test results have concluded that significant progression was seen between spatial visualisation-spatial perception and spatial orientation tests, while no significant progression was seen between mental rotation and spatial relation- mental rotation tests. The evaluation of the data indicates that the mentioned course is highly effective in the development of spatial skills in total and in the context of spatial visualisation and spatial orientation and the skills can be enhanced by training. Therefore, the syllabus of the course needs to be improved in terms of mental rotation and spatial relation
Necessity of using Problem Based Learning (PBL) and Structural Physical Models on an Educating Structural Course: Case Study of a Structural Systems Course, Master Degree Architecture Students
Get PDFTeaching structure to architecture students is an important part of the architecture curriculum in faculties. Weak points of architecture students in using their knowledge and data in real environments has caused many problems in professional activities or withheld their essential skills. In this situation they cannot use their abilities and success in their job positions. In this study, we aimed to promote learning structural behavior in a structural systems course, by using a method that is a blend of a Problem Based Learning (PBL) model and a physical model. This was undertaken in structural studies for master degree students in the University of Tehran. In the recent experiment, the theoretical class changed to a workshop and practical class and they learned and studied by working in a group and through hands-on activities to increase their skills and demonstrate abilities, so they are prepared for parallel situations in future. The research method which has been used in this paper is based on the description of the subject feature. According to the research, a PBL model and Structural Physical Model are appropriate ways of understanding the structural behavior without using complicated mathematical formulas. It also provides the best technique for students’ preparation and learning
Mentoring Design and Technology Teachers in the Secondary School: A practical guide Suzanne Lawson & Susan Wood-Griffiths (Eds.)
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Working in Groups on Practical Engineering Activities with Young Children
Get PDFAustralia has a long-standing interest in fostering innovation capabilities to drive its future prosperity. However, it has only been in recent years that an emphasis on developing these capabilities has been formally extended into the classroom through the introduction of the Australian Curriculum Technologies. In 2017, the State Government of Victoria implemented its version of this national curriculum for the Technologies domain. For educators, this recent implementation could be considered problematic, for unlike the traditions of literacy and numeracy, methods to assist classroom teachers in diagnosing developmental indicators, for applied spatial problem-solving among children appears to be lacking in the Technologies area. Without such methods of diagnosis, it can be argued that teachers may struggle to develop appropriately targeted lessons, that demand of the student, the ability to comprehend applied spatial problem-solving, such as with hands-on engineering activities. Our research aims to investigate how a child’s applied spatial inferential reasoning capabilities, vary by developmental age. To answer this question, we have adopted a two-stage process. Stage One involves a pilot study testing and refining the key research instruments. Stage Two incorporates the main study involving a larger number of participants. This paper summarises early insights from a mixed-method pilot study involving 15 students (9 boys, 6 girls) from Years 3-12. Students enrolled in this study undertook one of three hands-on problem-based engineering activities categorised as simple, complicated or complex; working in small groups of three. We noted that gender makeup of the group, and age levels of participating students appeared to be variables that impacted on organisation, communication and the solution produced. These preliminary observations assisted to refine the key indicators for observing students in preparation for the main study. Key interests in this study include the student’s capacity for inference-making and abstraction with respect to spatial problem-solving. A review of the relevant literature and the need for further research in spatial reasoning is discussed
Development of formative assessment tool for a primary, technology classroom
Get PDFTeachers and students\u27 interactions in the classroom include a large number of questions, some of which are a key part of formative assessment. Questions can lead to an extended dialogue between the teacher and the student, potentially facilitating a better understanding of the students\u27 conceptions and providing teachers with information to guide student learning. Technology Observation and Conversation Framework (TOCF) was identified as a framework of questions specially designed for a technology classroom. In this qualitative, design-based research, the TOCF was modified for alignment with the New Zealand curriculum and provided to two primary teachers teaching ages 9-10. The version of TOCF reported in this article was developed through an iterative process in an authentic environment. The teachers were interviewed periodically, and modifications were made to the format of the framework. The findings in this paper focus on the outputs of the iterative process and the feedback given by the teachers on the TOCF. While teachers in the study found the questions crucial to deepen student thinking in technology, they faced some constraints in using the TOCF in the classroom. The findings suggest that any introduction of a new resource should proceed slowly in the classroom and time needs to be given for increasing familiarity with the new resource. It is also possible that inexperienced teachers could find adoption of questioning practice quite tricky and would need to be supported extensively to change their practice
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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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