title: Enhancing teachers’ understanding of young students’ learning in technology

authors: Fox-Turnbull, Wendy

subjects: Formative Assessment

abstract: This paper describes a study of teachers’ understanding of teaching and learning and the formative assessment of students aged 4-7 years of age in technology education. The research aimed at assisting teachers’ understanding of learning in technology through the use of an observation and questioning framework, a tool to formatively assess aspects of technology. This study applied aspects of building learning power to facilitate the development of dispositions and attitudes including the building of students’ confidence and self-belief in their capabilities, within four aspects of learning and across five pre-determined behaviours relevant to technology education. The study employed qualitative research methods to assist teachers in the use of an observation and conversation framework aimed to improve their ability to formatively assess their students and their ability to give specific feedback in technology. The framework was presented to the teachers prior to teaching. Subsequent observations and interviews were used to gauge teachers’ developed understandings of students’ thinking and learning in technology. Their opinions and recommendations for improvements of the framework were also sought. The study shows that framework presented a number of benefits for teachers in two areas. It gave them considerable insight into aspects of technology and how students learn in technology and it also enhanced teachers’ understanding of technology and student behaviours that influence learning.

text: Enhancing teachers’ understanding of young students’ learning in technology This paper describes a study of teachers’ understanding of teaching and learning and the formative assessment of students aged 4-7 years of age in technology education. The research aimed at assisting teachers’ understanding of learning in technology through the use of an observation and questioning framework, a tool to formatively assess aspects of technology. This study applied aspects of building learning power to facilitate the development of dispositions and attitudes including the building of students’ confidence and self-belief in their capabilities, within four aspects of learning and across five pre-determined behaviours relevant to technology education. The study employed qualitative research methods to assist teachers in the use of an observation and conversation framework aimed to improve their ability to formatively assess their students and their ability to give specific feedback in technology. The framework was presented to the teachers prior to teaching. Subsequent observations and interviews were used to gauge teachers’ developed understandings of students’ thinking and learning in technology. Their opinions and recommendations for improvements of the framework were also sought. The study shows that framework presented a number of benefits for teachers in two areas. It gave them considerable insight into aspects of technology and how students learn in technology and it also enhanced teachers’ understanding of technology and student behaviours that influence learning.

year: 2017

title: 3D-printed polylactide composites reinforced with short lyocell fibres – Enhanced mechanical properties based on bio-inspired fibre fibrillation and post-print annealing

authors: Gauss, Christian

abstract: In this study, 3D printable polylactide (PLA) composites reinforced with 10, 20 and 30 mass% of short lyocell fibres were produced by melt compounding PLA modified with maleic anhydride. Based on bio-inspired anchoring systems, fibrillated fibres were also employed in 30 mass% fibre composites. The resulting 3D printed samples displayed outstanding mechanical performance, particularly with high fibre content. Compared to neat PLA, unmodified formulations showed reduced tensile strength and strain at break with the addition of fibres, but they had a moderate improvement in Young's modulus. However, by combining fibre fibrillation, matrix modification, and post-printing annealing, we achieved an excellent balance of tensile strength (85 MPa), Young's modulus (7.2 GPa), and strain at break (3.2%) - the highest reported values for such composites. Incorporating fibres and increasing PLA crystallinity via heat treatment significantly enhanced the thermo-mechanical stability of the composites, raising the storage modulus up to 38 times at 60 °C and 200 times at 80 °C compared to neat PLA. This combined strategy paves the way for the 3D printing of high-performance structures using 100% bio-derived materials.

text: 3D-printed polylactide composites reinforced with short lyocell fibres – Enhanced mechanical properties based on bio-inspired fibre fibrillation and post-print annealing In this study, 3D printable polylactide (PLA) composites reinforced with 10, 20 and 30 mass% of short lyocell fibres were produced by melt compounding PLA modified with maleic anhydride. Based on bio-inspired anchoring systems, fibrillated fibres were also employed in 30 mass% fibre composites. The resulting 3D printed samples displayed outstanding mechanical performance, particularly with high fibre content. Compared to neat PLA, unmodified formulations showed reduced tensile strength and strain at break with the addition of fibres, but they had a moderate improvement in Young's modulus. However, by combining fibre fibrillation, matrix modification, and post-printing annealing, we achieved an excellent balance of tensile strength (85 MPa), Young's modulus (7.2 GPa), and strain at break (3.2%) - the highest reported values for such composites. Incorporating fibres and increasing PLA crystallinity via heat treatment significantly enhanced the thermo-mechanical stability of the composites, raising the storage modulus up to 38 times at 60 °C and 200 times at 80 °C compared to neat PLA. This combined strategy paves the way for the 3D printing of high-performance structures using 100% bio-derived materials.

year: 2023-09-05

title: Māori & Psychology Research Unit Annual Report 2013

authors: Waitoki, Waikaremoana

abstract: Annual report of the Māori and Psychology Research Unit (MPRU) 2013. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community

text: Māori & Psychology Research Unit Annual Report 2013 Annual report of the Māori and Psychology Research Unit (MPRU) 2013. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community

year: 2013