1,720,964 research outputs found
Adjusting Life Cycle Assessment Methodology for Use in Public Policy Discourse
No full textTechnology, Policy and Managemen
“But, it’s just a really good idea!”: Investigating the guidance of design feedback processes to mitigate pupils' fixation and stimulate their creative thinking
No full textScience Education and Communicatio
Enhancing Engagement for All Pupils in Design & Technology Education: Structured Autonomy Activates Creativity
No full textThis thesis is searching for ways to engage all pupils in class in an ongoing way during primary Design & Technology lessons, so that all pupils are able to profit from the lessons. The aim of Design & Technology education is that pupils acquire knowledge, skills and attitudes related to technology as they encounter it in daily life and later in professions. Some of those skills can be instructed, but others need to be taught until understanding emerges, for instance designing. Designing is a way of thinking with many aspects. Creativity is one of them. Design can be seen as the imagination of ideas in reality. Thinking happens in one's mind and is invisible. That is why designing requires making decisions, so that the design can be expressed. Not only design requires making decisions, but also other Design & Technology activities do so. Deciding is an important subtask of designing, solving and making, which requires a lot of practice before it can be done in an informed way. Therefore, Design & Technology education must provide pupils with opportunities to practise decision making broadly. When pupils have learned how to make their own decisions, and they have the freedom to do so, every pupil can make their own decisions, anytime, anywhere. Design can have many functions. Design can be used to do research and construct knowledge, to think out solutions and make them, or to re-create reality to someone’s personal taste. In turn technology is an important means to experiment with the design in reality to fine-tune the knowledge or idea. Children go to school to prepare for their future lives. So personal development should be an important goal of learning. Then tasks are needed that focus on this. The exercise of deciding for themselves how to approach design and technology is useful for personal development. Design & Technology education can offer such exercises. In this way, children can discover that it is enjoyable to be able to decide for themselves. By being allowed to decide for themselves how they learn, pupils can make use of their strengths and work on their weaknesses. They can also discover that it is useful to be able to decide for themselves. Through the discoveries made during exercises in deciding for themselves, their personal development grows. The result, a well-matured personal development, will manifest itself in social behaviour, flexibility and creativity. Although Design & Technology activities have a huge potential, many teachers experience that children are not always engaged in these activities. That is a problem because without engagement, learning is impeded.Science Education and Communicatio
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Scaffolding Pupils’ Spatial Thinking through Design: A Biomimicry Project for the Primary Classroom
No full textSpatial thinking is embedded in science, technology, engineering, arts, and mathematics (STEAM) learning. Design and Technology education inherently encompasses a wide range of spatial activities, such as mentally transforming objects and materials to form representations of design ideas, visually communicating ideas, and creating 2D and 3D design artifacts. Among different design topics, biomimicry offers a unique avenue for pupils to recognize and analyze forms and structures in nature. Mapping out the analogical links between nature’s strategies to design strategies, pupils can potentially exercise their spatial thinking while gaining inspiration to solve human design challenges. This study is one of the first to highlight opportunities for supporting primary school pupils’ spatial thinking through a biomimicry design project. Embracing the methodology of educational design-based research, we tested out and iterated on this design project with teacher’s input and authentic classroom feedback. Data are gathered from sixteen 11- to 12-year-olds at an international school in the Netherlands. Classroom videos and audios, pupils’ notes, 2D and 3D design artifacts, formative assessment, semi-structured interviews with pupils, and the pre- and post-project spatial test triangulate evidence for pupils' spatial thinking in this project. This case study contributes to the growing theories of integrating spatial training in primary curriculums and offers empirically-grounded suggestions for the design and cultivation of future spatialized learning ecologies.Science Education and Communicatio
Thinking Spatially About Data: A Developing Framework to Understand Children’s Spatial Reasoning in Data Physicalization
No full textEncoding intangible data variables with visual, spatial, and physical properties demands a high level of spatial reasoning. The ability to reason spatially is widely deemed critical to science, technology, engineering, arts, and mathematics (STEAM) learning. While much research has explored the relationship between learning with visualizations and spatial skills development, little is known about how children use their spatial reasoning in constructing tangible visualizations. This work-in-progress investigates how data physicalization activities, organized within a Design module in primary classrooms in the Netherlands, provide a window to understanding children’s spatial reasoning about data. Based on preliminary analysis, we identify six indicators of children’s spatial reasoning as observed in their constructing processes and artifacts. Most children in the study used tangible materials of varied sizes, curated meaningful spatial arrangements, and employed different unitizing methods to encode numerical data with spatial properties. Some children adjusted the sizes, units, or spatial arrangement to refine their tangible visualizations, considered the pros and cons of two- and three-dimensional forms of presentation, and made creative use of spatial shapes. In summary, this case study offers insights into children’s use of spatial reasoning in data physicalization creation and practical implications for situating data physicalization activities in formal learning environments.Science Education and Communicatio
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