Research in Technology Education
International Approaches
1st Edition
Published on 1. May 2018
224 pages
978-3-8309-8801-4 (ISBN)
Description
With the increasing technology orientation in modern societies Technology Education is gaining more and more importance. It should help in developing an understanding of technology as well as skills and self-concepts to deal with technology. However, there is a lack of knowledge in how Technology Education operates and what its outcome will be. Thus, research work has to be done in different fields of Technology Education. Upcoming academics of the CETE network have dedicated themselves to such research questions.
The Center of Excellence for Technology Education (CETE) is an international network consisting of six Universities (University of Missouri; University of Cambridge; University of Luxembourg; University of Applied Sciences and Arts Northwestern Switzerland; Delft University of Technology and University of Duisburg-Essen) with the mission of development work. One aim of CETE is to support the qualification of young academics in the research field of Technology Education.
Thus, the present book will attempt to resolve the lack of research in Technology Education by presenting the research work of upcoming academics. In this way, CETE contributes to its development work by extending the research results in Technology Education as well as by supporting young academics.
Beside two basic articles about Technology Education research, there are different studies and their results presented. Three different drafts of studies offer future prospects for research results.
The Center of Excellence for Technology Education (CETE) is an international network consisting of six Universities (University of Missouri; University of Cambridge; University of Luxembourg; University of Applied Sciences and Arts Northwestern Switzerland; Delft University of Technology and University of Duisburg-Essen) with the mission of development work. One aim of CETE is to support the qualification of young academics in the research field of Technology Education.
Thus, the present book will attempt to resolve the lack of research in Technology Education by presenting the research work of upcoming academics. In this way, CETE contributes to its development work by extending the research results in Technology Education as well as by supporting young academics.
Beside two basic articles about Technology Education research, there are different studies and their results presented. Three different drafts of studies offer future prospects for research results.
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Marc J. de Vries | Stefan Fletcher | Stefan Kruse
Research in Technology Education
International Approaches
Book
05/2018
1st Edition
Waxmann
€34.90
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Content
1 - Cover [Seite 1]
1.1 - Imprint [Seite 4]
1.2 - Contents [Seite 5]
2 - Preface [Seite 7]
3 - The T and E in STEM: From promise to practice (Marc J. de Vries) [Seite 11]
3.1 - Introduction [Seite 11]
3.2 - Promises, promises . [Seite 11]
3.3 - The threats [Seite 13]
3.4 - The mysterious E [Seite 16]
3.5 - A possible way forward [Seite 17]
3.6 - References [Seite 19]
4 - How boys' and girls' technical interest differs: A research study (Victoria Adenstedt) [Seite 21]
4.1 - 1. Introduction [Seite 21]
4.1.1 - Definition of 'interest' [Seite 22]
4.2 - 2. Interest by socialization [Seite 23]
4.3 - 3. Career choices in science and technology [Seite 24]
4.4 - 4. Technology education in schools [Seite 26]
4.5 - 5. Research context [Seite 27]
4.6 - 6. Sample and data collection [Seite 28]
4.7 - 7. Research design [Seite 29]
4.7.1 - Pre-Test [Seite 30]
4.7.2 - Scale No. 1 Frequency And Duration Of Dealing With Technical Objects [Seite 30]
4.7.3 - Scale No. 2 Emotional Acceptance [Seite 31]
4.7.4 - Scale No. 3 Cognitive Interest [Seite 32]
4.7.5 - Scale No. 4 Knowledge [Seite 33]
4.8 - 8. Statistical analysis and results [Seite 33]
4.8.1 - Frequency and popularity of favoured activities differ by gender [Seite 34]
4.8.2 - Frequency of dealing with technical objects differs by gender [Seite 35]
4.8.3 - Popularity of dealing with technical objects differs by gender [Seite 35]
4.8.4 - No difference in general interest to develop technology knowledge [Seite 36]
4.8.5 - Interest in technology differs by gender [Seite 36]
4.8.6 - No difference in interest in ICT by gender [Seite 36]
4.8.7 - No difference of technology knowledge by gender [Seite 37]
4.9 - 9. Conclusion and discussion [Seite 37]
4.10 - References [Seite 39]
5 - Exploring energy related knowledge in technology and natural science education. Uncovering energy related understanding of students in the German federal state North Rhine-Westphalia at the end of lower secondary education (Johannes Deutsch) [Seite 45]
5.1 - 1. Introduction [Seite 45]
5.1.1 - 1.1 Energy Education: An Important part of civic literacy [Seite 45]
5.1.2 - 1.2 Energy Related Knowledge in technology and science education and the life-world domain [Seite 47]
5.2 - 2. Methodology [Seite 49]
5.2.1 - 2.1 Uncovering Knowledge with Certainty Based Assessment [Seite 49]
5.2.2 - 2.2 Development of the Test Instrument [Seite 50]
5.2.3 - 2.3 Study Setting and Participants [Seite 52]
5.2.4 - 2.4 Data Collection and Analysis [Seite 53]
5.3 - 3. Findings and Discussions [Seite 53]
5.3.1 - 3.1 Internal Reliabilities [Seite 53]
5.3.2 - 3.2 Students' understanding of practical-everyday energy knowledge [Seite 55]
5.3.3 - 3.3 Students' understanding of conceptual energy knowledge [Seite 56]
5.4 - 4. Conclusions [Seite 57]
5.5 - 5. Acknowledgements [Seite 58]
5.6 - Appendix A. [Seite 58]
5.7 - References [Seite 58]
6 - Problem Solving in Technology Education. Development of an engineering design task to investigate action-oriented problem-solving processes (Tatiana Esau) [Seite 61]
6.1 - 1. Starting point and objective of the project [Seite 61]
6.2 - 2. Design of the research project [Seite 62]
6.3 - 3. Theoretical background [Seite 64]
6.3.1 - 3.1 Problem and general problem solving [Seite 64]
6.3.2 - 3.2 Engineering design problems [Seite 66]
6.3.3 - 3.3 The engineering design process as a specific case of problem solving [Seite 67]
6.4 - 4. Development of an engineering design problem for the main study [Seite 68]
6.5 - 5. Testing and selecting a suitable engineering design problem [Seite 74]
6.5.1 - 5.1 Testing of the developed problems [Seite 74]
6.5.2 - 5.2 Selection of a suitable engineering design problem and conclusion [Seite 76]
6.6 - References [Seite 78]
7 - Empathiser, Systemiser or Balanced: Understanding pupils' "Personality Types" and what this says about their enjoyment of school subjects (Katie Klavenes) [Seite 81]
7.1 - 1. Introduction [Seite 81]
7.2 - 2. A lack of women in STEM [Seite 81]
7.2.1 - 2.1 Research Methodology [Seite 84]
7.2.2 - 2.2 Research Findings & Discussion [Seite 87]
7.3 - 3. Moving forward [Seite 93]
7.4 - References [Seite 95]
8 - Understanding Tech Socialisation and its Impact on Tech in the Classroom: An Empirical Pilot in Assessing Student Teachers' Biography and Instructional Belief (Alexander Koch & Lena Wenger) [Seite 97]
8.1 - 1. Introduction [Seite 97]
8.2 - 2. Research questions [Seite 98]
8.3 - 3. Theory [Seite 100]
8.3.1 - 3.1 The Swiss teacher education and school system [Seite 100]
8.3.2 - 3.2 Tech socialisation [Seite 101]
8.3.3 - 3.3 The intention to act: The Rubicon model of action phases for tech instruction [Seite 103]
8.3.4 - 3.4 Hypotheses [Seite 103]
8.4 - 4. Method [Seite 104]
8.4.1 - 4.1 Variable assessment and psychometric properties [Seite 104]
8.4.2 - 4.2 Data acquisition, sample & data analysis [Seite 105]
8.5 - 5. Results [Seite 105]
8.6 - 6. Discussion [Seite 109]
8.7 - References [Seite 112]
9 - Is problem solving competence in handling everyday technical devices a two-dimensional construct? (Jennifer Stemmann) [Seite 115]
9.1 - 1. Introduction [Seite 115]
9.2 - 2. Theoretical Framework [Seite 116]
9.3 - 3. Method [Seite 120]
9.4 - 4. Results [Seite 124]
9.5 - 5. Discussion [Seite 128]
9.6 - References [Seite 131]
10 - Trainees' view on the different emphasis of topics in VET between dual partners in Germany. An empirical study on electronics technicians at the end of vocational training (Leo van Waveren) [Seite 135]
10.1 - 1. Introduction and research questions [Seite 135]
10.2 - 2. Data collection and methods [Seite 139]
10.3 - 3. Results and discussion [Seite 140]
10.4 - 4. Discussion [Seite 143]
10.5 - References [Seite 144]
11 - An activity theoretical research lens on inquiry-based learning (Charles Max) [Seite 147]
11.1 - 1. Introduction [Seite 147]
11.2 - 2. Inquiry-based learning in the 21st Century [Seite 149]
11.3 - 3. Inquiry as activity [Seite 151]
11.4 - 4. Modelling the activity [Seite 155]
11.5 - 5. The appropriate unit of analysis (UoA) [Seite 158]
11.6 - 6. Three Planes of Analysis [Seite 159]
11.7 - 7. Partial lenses and methodologies [Seite 161]
11.8 - 8. Epistemological considerations [Seite 163]
11.9 - 9. To sum up [Seite 164]
11.10 - References [Seite 165]
12 - Development of a concept for promoting comprehensive technological education (Stefan Kruse) [Seite 169]
12.1 - 1. Brief project description [Seite 169]
12.2 - 2. Objectives and content topics [Seite 171]
12.2.1 - 2.1 Traffic and drive engineering [Seite 172]
12.2.2 - 2.2 Safety engineering [Seite 173]
12.2.3 - 2.3 Production technology [Seite 174]
12.2.4 - 2.4 Networked environment [Seite 175]
12.3 - 3. Pedagogical justification of the materials [Seite 175]
12.4 - 4. Results and findings from the author's research on the project's subject area [Seite 177]
12.5 - 5. Methodological procedure and evaluation concept [Seite 178]
12.6 - 6. Selected results of the first two stages of the evaluation [Seite 181]
12.6.1 - Preliminary results of the first stage of the evaluation [Seite 181]
12.6.2 - Results of the second stage of the evaluation [Seite 185]
12.7 - 7. Project planning and milestones [Seite 189]
12.8 - 8. Importance for professionals [Seite 190]
12.9 - 9. Networking [Seite 191]
12.10 - References [Seite 191]
13 - Activity Orientation in Engineering Education (Benedikt Schwuchow) [Seite 195]
13.1 - 1. Introduction [Seite 195]
13.2 - 2. Concepts of Education [Seite 196]
13.2.1 - 2.1 Problems as Origins of Learning [Seite 196]
13.2.1.1 - Problem-Based Learning in Engineering Education [Seite 197]
13.2.2 - 2.2 Action-Orientated Learning [Seite 197]
13.2.3 - 2.3 Constructive Alignment [Seite 198]
13.3 - 3. Blended Learning [Seite 198]
13.3.1 - Designing Blended Learning [Seite 199]
13.3.2 - Guiding Principles of Creating Blended Learning [Seite 200]
13.3.3 - Didactic Layout of Blended Learning [Seite 200]
13.4 - 4. Combining Learning Principles [Seite 201]
13.4.1 - Example: Learning About Computer Numerical Control [Seite 202]
13.5 - 5. Outlining a Research Framework [Seite 203]
13.6 - 6. Summary [Seite 204]
13.7 - References [Seite 204]
14 - Teachers' Scaffolding in Problem Solving Tasks. Development of a Coding System for a Case Study in Technology Education in German Primary Schools (Julia Steinfeld) [Seite 207]
14.1 - 1. Theoretical background [Seite 207]
14.1.1 - 1.1 Aims of Technology Education in Primary Schools [Seite 207]
14.1.2 - 1.2 Problem Solving as an Appropriate Approach in Technology Education [Seite 209]
14.1.3 - 1.3 Scaffolding in Problem Solving Environments [Seite 210]
14.2 - 2. Research Questions [Seite 212]
14.3 - 3. Design [Seite 212]
14.4 - 4. Coding System [Seite 213]
14.5 - 5. Summary and Next Steps [Seite 217]
14.6 - References [Seite 217]
15 - List of Authors [Seite 221]
1.1 - Imprint [Seite 4]
1.2 - Contents [Seite 5]
2 - Preface [Seite 7]
3 - The T and E in STEM: From promise to practice (Marc J. de Vries) [Seite 11]
3.1 - Introduction [Seite 11]
3.2 - Promises, promises . [Seite 11]
3.3 - The threats [Seite 13]
3.4 - The mysterious E [Seite 16]
3.5 - A possible way forward [Seite 17]
3.6 - References [Seite 19]
4 - How boys' and girls' technical interest differs: A research study (Victoria Adenstedt) [Seite 21]
4.1 - 1. Introduction [Seite 21]
4.1.1 - Definition of 'interest' [Seite 22]
4.2 - 2. Interest by socialization [Seite 23]
4.3 - 3. Career choices in science and technology [Seite 24]
4.4 - 4. Technology education in schools [Seite 26]
4.5 - 5. Research context [Seite 27]
4.6 - 6. Sample and data collection [Seite 28]
4.7 - 7. Research design [Seite 29]
4.7.1 - Pre-Test [Seite 30]
4.7.2 - Scale No. 1 Frequency And Duration Of Dealing With Technical Objects [Seite 30]
4.7.3 - Scale No. 2 Emotional Acceptance [Seite 31]
4.7.4 - Scale No. 3 Cognitive Interest [Seite 32]
4.7.5 - Scale No. 4 Knowledge [Seite 33]
4.8 - 8. Statistical analysis and results [Seite 33]
4.8.1 - Frequency and popularity of favoured activities differ by gender [Seite 34]
4.8.2 - Frequency of dealing with technical objects differs by gender [Seite 35]
4.8.3 - Popularity of dealing with technical objects differs by gender [Seite 35]
4.8.4 - No difference in general interest to develop technology knowledge [Seite 36]
4.8.5 - Interest in technology differs by gender [Seite 36]
4.8.6 - No difference in interest in ICT by gender [Seite 36]
4.8.7 - No difference of technology knowledge by gender [Seite 37]
4.9 - 9. Conclusion and discussion [Seite 37]
4.10 - References [Seite 39]
5 - Exploring energy related knowledge in technology and natural science education. Uncovering energy related understanding of students in the German federal state North Rhine-Westphalia at the end of lower secondary education (Johannes Deutsch) [Seite 45]
5.1 - 1. Introduction [Seite 45]
5.1.1 - 1.1 Energy Education: An Important part of civic literacy [Seite 45]
5.1.2 - 1.2 Energy Related Knowledge in technology and science education and the life-world domain [Seite 47]
5.2 - 2. Methodology [Seite 49]
5.2.1 - 2.1 Uncovering Knowledge with Certainty Based Assessment [Seite 49]
5.2.2 - 2.2 Development of the Test Instrument [Seite 50]
5.2.3 - 2.3 Study Setting and Participants [Seite 52]
5.2.4 - 2.4 Data Collection and Analysis [Seite 53]
5.3 - 3. Findings and Discussions [Seite 53]
5.3.1 - 3.1 Internal Reliabilities [Seite 53]
5.3.2 - 3.2 Students' understanding of practical-everyday energy knowledge [Seite 55]
5.3.3 - 3.3 Students' understanding of conceptual energy knowledge [Seite 56]
5.4 - 4. Conclusions [Seite 57]
5.5 - 5. Acknowledgements [Seite 58]
5.6 - Appendix A. [Seite 58]
5.7 - References [Seite 58]
6 - Problem Solving in Technology Education. Development of an engineering design task to investigate action-oriented problem-solving processes (Tatiana Esau) [Seite 61]
6.1 - 1. Starting point and objective of the project [Seite 61]
6.2 - 2. Design of the research project [Seite 62]
6.3 - 3. Theoretical background [Seite 64]
6.3.1 - 3.1 Problem and general problem solving [Seite 64]
6.3.2 - 3.2 Engineering design problems [Seite 66]
6.3.3 - 3.3 The engineering design process as a specific case of problem solving [Seite 67]
6.4 - 4. Development of an engineering design problem for the main study [Seite 68]
6.5 - 5. Testing and selecting a suitable engineering design problem [Seite 74]
6.5.1 - 5.1 Testing of the developed problems [Seite 74]
6.5.2 - 5.2 Selection of a suitable engineering design problem and conclusion [Seite 76]
6.6 - References [Seite 78]
7 - Empathiser, Systemiser or Balanced: Understanding pupils' "Personality Types" and what this says about their enjoyment of school subjects (Katie Klavenes) [Seite 81]
7.1 - 1. Introduction [Seite 81]
7.2 - 2. A lack of women in STEM [Seite 81]
7.2.1 - 2.1 Research Methodology [Seite 84]
7.2.2 - 2.2 Research Findings & Discussion [Seite 87]
7.3 - 3. Moving forward [Seite 93]
7.4 - References [Seite 95]
8 - Understanding Tech Socialisation and its Impact on Tech in the Classroom: An Empirical Pilot in Assessing Student Teachers' Biography and Instructional Belief (Alexander Koch & Lena Wenger) [Seite 97]
8.1 - 1. Introduction [Seite 97]
8.2 - 2. Research questions [Seite 98]
8.3 - 3. Theory [Seite 100]
8.3.1 - 3.1 The Swiss teacher education and school system [Seite 100]
8.3.2 - 3.2 Tech socialisation [Seite 101]
8.3.3 - 3.3 The intention to act: The Rubicon model of action phases for tech instruction [Seite 103]
8.3.4 - 3.4 Hypotheses [Seite 103]
8.4 - 4. Method [Seite 104]
8.4.1 - 4.1 Variable assessment and psychometric properties [Seite 104]
8.4.2 - 4.2 Data acquisition, sample & data analysis [Seite 105]
8.5 - 5. Results [Seite 105]
8.6 - 6. Discussion [Seite 109]
8.7 - References [Seite 112]
9 - Is problem solving competence in handling everyday technical devices a two-dimensional construct? (Jennifer Stemmann) [Seite 115]
9.1 - 1. Introduction [Seite 115]
9.2 - 2. Theoretical Framework [Seite 116]
9.3 - 3. Method [Seite 120]
9.4 - 4. Results [Seite 124]
9.5 - 5. Discussion [Seite 128]
9.6 - References [Seite 131]
10 - Trainees' view on the different emphasis of topics in VET between dual partners in Germany. An empirical study on electronics technicians at the end of vocational training (Leo van Waveren) [Seite 135]
10.1 - 1. Introduction and research questions [Seite 135]
10.2 - 2. Data collection and methods [Seite 139]
10.3 - 3. Results and discussion [Seite 140]
10.4 - 4. Discussion [Seite 143]
10.5 - References [Seite 144]
11 - An activity theoretical research lens on inquiry-based learning (Charles Max) [Seite 147]
11.1 - 1. Introduction [Seite 147]
11.2 - 2. Inquiry-based learning in the 21st Century [Seite 149]
11.3 - 3. Inquiry as activity [Seite 151]
11.4 - 4. Modelling the activity [Seite 155]
11.5 - 5. The appropriate unit of analysis (UoA) [Seite 158]
11.6 - 6. Three Planes of Analysis [Seite 159]
11.7 - 7. Partial lenses and methodologies [Seite 161]
11.8 - 8. Epistemological considerations [Seite 163]
11.9 - 9. To sum up [Seite 164]
11.10 - References [Seite 165]
12 - Development of a concept for promoting comprehensive technological education (Stefan Kruse) [Seite 169]
12.1 - 1. Brief project description [Seite 169]
12.2 - 2. Objectives and content topics [Seite 171]
12.2.1 - 2.1 Traffic and drive engineering [Seite 172]
12.2.2 - 2.2 Safety engineering [Seite 173]
12.2.3 - 2.3 Production technology [Seite 174]
12.2.4 - 2.4 Networked environment [Seite 175]
12.3 - 3. Pedagogical justification of the materials [Seite 175]
12.4 - 4. Results and findings from the author's research on the project's subject area [Seite 177]
12.5 - 5. Methodological procedure and evaluation concept [Seite 178]
12.6 - 6. Selected results of the first two stages of the evaluation [Seite 181]
12.6.1 - Preliminary results of the first stage of the evaluation [Seite 181]
12.6.2 - Results of the second stage of the evaluation [Seite 185]
12.7 - 7. Project planning and milestones [Seite 189]
12.8 - 8. Importance for professionals [Seite 190]
12.9 - 9. Networking [Seite 191]
12.10 - References [Seite 191]
13 - Activity Orientation in Engineering Education (Benedikt Schwuchow) [Seite 195]
13.1 - 1. Introduction [Seite 195]
13.2 - 2. Concepts of Education [Seite 196]
13.2.1 - 2.1 Problems as Origins of Learning [Seite 196]
13.2.1.1 - Problem-Based Learning in Engineering Education [Seite 197]
13.2.2 - 2.2 Action-Orientated Learning [Seite 197]
13.2.3 - 2.3 Constructive Alignment [Seite 198]
13.3 - 3. Blended Learning [Seite 198]
13.3.1 - Designing Blended Learning [Seite 199]
13.3.2 - Guiding Principles of Creating Blended Learning [Seite 200]
13.3.3 - Didactic Layout of Blended Learning [Seite 200]
13.4 - 4. Combining Learning Principles [Seite 201]
13.4.1 - Example: Learning About Computer Numerical Control [Seite 202]
13.5 - 5. Outlining a Research Framework [Seite 203]
13.6 - 6. Summary [Seite 204]
13.7 - References [Seite 204]
14 - Teachers' Scaffolding in Problem Solving Tasks. Development of a Coding System for a Case Study in Technology Education in German Primary Schools (Julia Steinfeld) [Seite 207]
14.1 - 1. Theoretical background [Seite 207]
14.1.1 - 1.1 Aims of Technology Education in Primary Schools [Seite 207]
14.1.2 - 1.2 Problem Solving as an Appropriate Approach in Technology Education [Seite 209]
14.1.3 - 1.3 Scaffolding in Problem Solving Environments [Seite 210]
14.2 - 2. Research Questions [Seite 212]
14.3 - 3. Design [Seite 212]
14.4 - 4. Coding System [Seite 213]
14.5 - 5. Summary and Next Steps [Seite 217]
14.6 - References [Seite 217]
15 - List of Authors [Seite 221]
