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The Impact of Technology Education - International Insights
von: Marc J. de Vries, Stefan Fletcher, Stefan Kruse, Peter Labudde, Martin Lang, Ingelore Mammes, Charles Max, Dieter Münk, Bill Nicholl, Johannes Strobel, Mark Winterbottom
Waxmann Verlag GmbH, 2020
ISBN: 9783830991410 , 177 Seiten
Format: PDF, OL
Kopierschutz: frei
Preis: 30,99 EUR
Frontmatter
1
Cover
1
Imprint
4
Contents
5
Preface
7
Primary-school pupils' self-efficacy and its influence on solving technological problem-based design tasks (Victoria Adenstedt & Annika Gooß)
13
Introduction
13
1. Self-efficacy in technology education
14
Developing technological self-efficacy through technology education
15
Technological self-efficacy from a gender perspective
16
2. Technological self-efficacy study
17
Research questions
17
Method and design
17
Sample
18
Results
18
3. Problem-solving in technology education
20
Problem-solving circle
21
4. Problem-based design study
22
Research questions
22
Sample
23
Method and design: mixed-methods
23
I. Questionnaire
23
II. Videotaping the problem-solving
23
III. Guided interview
25
First Results
25
5. Outlook
26
References
27
What distinguishes a technology literate pupil? Conception and development of a test instrument (Stefan Fletcher)
31
1. Starting situation and objectives
31
2. Test conception – a model for technology literacy
33
2.1 The technology literate pupil – an ideal vision
33
2.2 Theoretical reference points
35
2.2.1 Content dimension: The system theory for the identification and structuring of possible contents of the concept of technology literacy
35
2.2.2 Action dimension: Typical ways of thinking and acting in technology
37
2.2.3 Dimension: fields of action / action contexts
38
2.3 Merging: A task development model for recording technology literacy
39
3. Test Design
40
3.1 Obtaining test items based on the task development model
40
3.2 The chosen task format
42
3.3 An example task
44
3.4 The test time
45
3.5 Linguistic design of the test
45
3.6 Data collection and analysis
45
4. Assessment of the quality criteria of the test instrument
46
References
47
Affinity for technology of girls and boys of lower secondary school level (Karin Güdel, Anni Heitzmann & Andreas Müller)
49
1. Introduction
49
2. Objectives and research questions
49
3. Study design and methods
50
4. Theoretical background and operationalization of the construct affinity for technology (AFT)
51
4.1 General acceptance of technology or attitude towards technology (OECD, 2006)
52
4.2 Individual interest
52
4.3 Self-efficacy in solving technical tasks
53
4.4 Gender role in vocational choice
54
5. Results
54
5.1 Research question 1
54
5.2 Research question 2
57
5.3 Research question 3
57
6. Summary and discussion
58
7. Conclusions
58
Acknowledgements
59
References
60
Increasing decision making competencies by applying simulation and gaming in technology and engineering education (Christian K. Karl & Heide Lukosch)
63
1. Introduction
63
2. Methodology
64
3. Decision making competencies in technology and engineering
65
4. Introduction to the employed approaches
66
4.1 Case 1: The educational training environment “Construction Giant”
66
4.2 Case 2: Triadic Game Design Approach as learning process
68
5. Application of the approaches
69
5.1 Case 1: “Construction Giant” as training method in construction technology
69
5.1.1 Included decision areas
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5.1.2 Student groups and process
71
5.2 Case 2: Triadic Game Design as teaching method in Management of Technology
72
5.2.1 Student group and process
73
6. Results and discussion
73
6.1 Case 1: Board game as tool for improving decision making abilities
73
6.2 Case 2: Triadic Game Design workshop as educational structure for decision making
76
7. Conclusions
80
References
81
Competences in a digitalised world in the context of general and vocational technical education and training (Stefan Kruse & Alexander Franz Koch)
85
1. The social relevance of digitalisation
85
2. Digitalisation and competences
86
2.1 Qualification requirements of the industry
87
2.2 Content structuring of possible fields of competence
88
3. Analysis of exemplary subject areas for the digital transformation on the basis of the VDI educational standards technology
88
3.1 Topic “internet of things”
89
3.2 Topic “socio-technical systems” or “man-machine systems”
90
3.3 Topic “cyber-physical systems”
92
3.4 The resulting competence grid for general technical education
94
4. Research question and method
94
4.1 Research question
94
4.2 Methodology
95
4.3 Sample and procedure
97
5. Results of the study and recommendations
97
5.1 Inter-rater agreement
97
5.2 Overall agreement
98
5.3 Agreement by dyads
98
5.4 Top categories: High agreement and high scoring
99
6. Discussion
100
6.1 Results by sampling and limitations by methodology
100
6.2 Differences in domains: Contents for future education
101
6.3 Effects of competence recommendations in the context of transitional preparation
102
Acknowledgments
104
References
104
Technology education in pre-school and primary school (Ingelore Mammes)
107
1. On the necessity of technology education in early education
107
2. Early learning from technical phenomena
107
2.1 Technical phenomena – defining the term
107
2.2 Early learning conditions
108
3. Technology education in nursery and primary school
109
3.1 Technology education in nursery school
109
3.2 Technology education in primary school
110
4. Results
111
5. Conclusion
113
References
115
Tinkering with technology education (Elizabeth McGregor Jacobides & Mark Winterbottom)
117
Making sense of Tinkering for technology education
117
What do Tinkering and Making offer Technology Education?
119
How does Tinkering provide the benefits of open inquiry to technology educators?
123
How does tinkering provide the benefits of informal learning to technology educators?
125
Tinkering and engineering education
128
The process connection between Tinkering and engineering
128
The affordances of Tinkering for engineering
131
Exploiting affordances through a focus on tinkerability
137
Digital tinkerability
138
Conclusion
139
References
140
Current state and suggestions for the K-12 STEM school industry partnership in the United States (Johannes Strobel & Yan Sun)
143
Introduction
143
Literature review
144
Methodology
146
A taxonomy of K-12 STEM school-industry partnership
148
A model for building K-12 STEM school-industry partnerships
156
Conclusion
160
References
161
National evaluations of technology education. What do they tell us about the impact?. What do they tell us about the impact? (Marc J. de Vries)
163
1. Introduction: promises and reality
163
2. National evaluation of technology education in the Netherlands
164
3. National evaluation of technology education in England
168
4. Comparing the two national evaluations
170
5. The value of national evaluations for technology education
171
References
173
Backmatter
175
List of authors
175
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