ethanporcaro/eric-fulltext-meta huggingface dataset:
Adapting a Curriculum Unit to Facilitate Interaction between Technology, Mathematics and Science in the Elementary Classroom: Identifying Relevant Criteria
Author: Sharkawy, Azza
Date: 2009-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Technology,Integrity,Literature Reviews,Students,Technology Integration,Computer Uses in Education,Elementary School Mathematics,Elementary School Science,Mathematics Instruction,Science Instruction,Interaction,Student Participation

Calls for the integration of subjects continue to emanate from a wide range of professional bodies, including governments and subject associations. Yet as some authors suggest, blurring the boundaries between subjects may be one of the most daunting tasks educators face. The authors have recently begun a research study that will investigate the extent to which (a) relevant mathematics and science can be made explicit in a technology curriculum unit, (b) pupils utilise this mathematics and science learning, and (c) pupils' ability to design is enhanced by making the mathematics and science explicit and useful. This paper reports the results of Phase 1 of the study: an examination of research literature in order to identify criteria to inform the re-writing of an existing technology curriculum (to be used as a research instrument) that previously did not make explicit embedded mathematics and science concepts. Our reading of the literature has identified two essential criteria that must be met during the re-writing: (a) protecting the integrity of the subjects and (b) identifying the nature and purpose of the intended learning.
Secondary Public School Teachers' Perceptions about Organizational Justice
Author: Yilmaz, Kursad
Date: 2010-00-00
Type: Journal Articles
Subjects: Public Schools,Public School Teachers,Secondary School Teachers,Educational Background,Teacher Attitudes,Gender Differences,Age Differences,Teaching Experience,Educational Attainment,Institutional Characteristics,Foreign Countries,Organizational Culture

The purpose of the present study is to determine secondary public school teachers' perceptions about organizational justice and whether these perceptions differ across gender, age, seniority, branch, educational background, the number of students and the number of teachers. The participants of the study consisted of 222 secondary public school teachers selected from Kutahya province. The data were gathered through using the Organizational Justice Scale. For data analysis, descriptive statistics, t test and one way-ANOVA were used. According to the findings obtained from the study, the participants have positive perceptions about organizational justice at secondary schools. Their perceptions differed according to age, seniority, and the number of students, whereas they did not across gender, branch, educational background, and the number of teachers.
Yep--We Can Do that: Technological Response to the Curriculum &quot;Needs&quot; Arising...
Author: Compton, Vicki
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Secondary School Curriculum,Curriculum Development,Technological Literacy,Technology Education,Citizenship

New Zealand has recently released a new national curriculum presented as the New Zealand Curriculum (NZC) (Ministry of Education, 2007). This document has significant implications for the future redevelopment of both the compulsory school curriculum and the non-compulsory senior secondary school curriculum. After a general introduction, this paper is divided into three main sections. In the first section, I explain the &quot;givens&quot; presented in the NZC, these being the overarching Principles, Values and Attitudes, and the Key Competencies. I also outline the concept of &quot;Learning Areas&quot;--as opposed to subjects. In the second section, I provide a brief overview of technology in New Zealand and present the key constructs of the revised technology learning area in the NZC. In the third section, I discuss and illustrate ways in which technology education can work to address the &quot;givens&quot; in innovative ways that support the development of student technological literacy and general citizenship. I conclude the paper with an acknowledgement of potential issues, and express my opinion that while technology is well placed to respond to &quot;needs&quot; arising, we should also be thinking about how much of this responsibility we should take on. (Contains 9 tables and 14 footnotes.)
Blurring the Boundaries--STEM Education and Education for Sustainable Development
Author: Pitt, James
Date: 2009-00-00
Type: Journal Articles
Subjects: Science Education,Technology Education,Engineering Education,Mathematics Education,Sustainable Development,Metacognition,Educational Change,Curriculum Development,Design,Foreign Countries

Both the concept of sustainable development and the nature of education for sustainable development (ESD) are highly contested. ESD can be construed as a part of sustainable development policy as governments attempt to bridge the &quot;value-action gap&quot; between what we know we should be doing (e.g. to combat climate change) and what we actually do. Alternatively sustainability can be construed as a &quot;frame of mind&quot;; within this paradigm ESD is seen as a way of bringing to the surface underlying values and beliefs through the exploration of contradictions and arguments. STEM (Science, Technology, Engineering and Mathematics) education is equally contested. At one end it is seen as a pre-vocational learning or even training to encourage students to pursue science and maths in particular en route to professional work in engineering and technology. &quot;Successful&quot; STEM is then measured in take-up of certain subjects Post-16 or at tertiary level, or in terms of attitudes towards engineering and technology. Conversely, STEM can be seen as an entitlement to learn in a different way, in which the boundaries between the component subjects of STEM become blurred and learners are encouraged to develop transferable skills &quot;and&quot; knowledge and the metacognitive skills that enable this transfer to be used creatively. In this paper the author examines how teachers can plan for a creative interaction between ESD within the &quot;frame of mind&quot; approach, and STEM education as a metacognitive entitlement. It argues that current curriculum reforms in England offer unprecedented opportunities for design and technology teachers to extend student engagement and learning beyond the prescribed Design and Technology (D&amp;T) curriculum thereby enhancing creativity and critical reflection. Using sustainability contexts for STEM activities might provoke critical discourse within schools and their wider communities, thereby creating new opportunities for ESD. (Contains 1 figure and 1 footnote.)
Beyond Knowing How to Make It Work: The Conceptual Foundations of Designing
Author: Hope, Gill
Date: 2009-00-00
Type: Journal Articles
Subjects: Design,Technology Education,Practical Arts,Archaeology,Evolution,Creativity,Ability

Gilbert Ryle (1949) divided knowledge into &quot;know that&quot; and &quot;know how&quot;, which is neatly appealing to many design and technology educators, and like many writers on developing the curriculum, Kahney (1993) made a distinction between declarative knowledge: &quot;verbal knowledge, that is, the kind you get from books, instructions and being told what to do.&quot; and procedural knowledge: &quot;In order to achieve skilled performance you need to be able to translate declarative knowledge into actions. A new form of representation, known as procedural knowledge must be established. (p.91)&quot; However, a curriculum that consists simply of information and techniques not only fails to reflect the original intentions of the creators of the UK National Curriculum for design and technology but also misses the mark in terms of developing creative and inventive minds. Evidence from such fields as cognitive archaeology (e.g. Renfrew, 1994) suggest that the symbiotic relationship between mind and hand that typifies technological action and innovation was a primary driver within human evolution. Thus designing technology is one of the defining characteristics of our species. Technology education, therefore, should not be seen simply from an instrumentalist viewpoint as a preparation for the world of work but as a preparation for full functionality in human society. A tentative taxonomy of the features of conceptual learning within technological action should, therefore, include those features that define our humanity and our distinctiveness from other species. These are identified as the ability to be self-reflective, to play with ideas, to make analogical connections between apparently disparate features and to indulge in leaps of the imagination. The contention is that if we fill up our curriculum with declarative and procedural knowledge, without acknowledging and encouraging the unique response or the innovative idea, then we will have designed a curriculum that, however hard we try, will never really succeed in &quot;making it work&quot; for many of our most creative pupils. (Contains 2 figures.)
Art and Design and Design and Technology: Is There Creativity in the Designing?
Author: Rutland, Marion
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Art,Design,Technology,Elementary Secondary Education,Creativity,Creative Activities,Teacher Role

This paper explores the potential of &quot;blurring the boundaries&quot; between art and design and design and technology with specific reference to &quot;improving creativity&quot; in design and technology, as recommended in an inspection report of secondary and primary schools in England by Ofsted (2008: 7). The paper explores the evolution of the English National Curriculum in art and design and design and technology. It discusses the impact of the 2007 programmes of study for Key Stage 3 (pupils aged 11-14 years) in the context of commonalities across the two subjects with specific reference to designing and creativity. It looks at the increased interest in creativity in the curriculum and presents the findings of a small-scale research project exploring creativity in art and design and design and technology. The development of a three feature model that can be used for analysing creativity in an educational context is described together with a model for helping pupils make design decisions. The paper continues with a brief review of units of work in art and design and design and technology and identifies similarities and differences of approach and outcome. It concludes that designing is a creative activity used by professional designers; however, there are issues of whether pupils, as novice designers, can rely solely on learning the process of &quot;designing&quot; to ensure their creativity potential in the context of a school classroom. As a complex concept creativity, depends on the convergence of a number of features. These include sound domain or subject knowledge and skills, process-relevant features that control the direction and progress of the creative process and social, environmental features that ensure a supportive, conducive environment that enables pupils to be confident, motivated and able to take risk. The role of the teacher in ensuring pupils' creativity is crucial in that they need to plan interesting open-ended units of work, give pupils opportunities to make design decisions, &quot;dwell time&quot; for reflection and plan the effective use of resources and space. It suggests that collaboration between teachers of art and design and design and technology would be beneficial in the quest for creativity within the context of appreciating the similarities and differences of the subjects. (Contains 1 table and 3 figures.)
Blurring the Boundaries or Muddying the Waters?
Author: Aston, Sally
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tutors,Design,Technology,Teacher Education,Interdisciplinary Approach,Teaching Methods,Creativity

This paper outlines reflections by two tutors in Initial Teacher Education on ways design and technology (D&amp;T) has been included in cross-curricular modules at our institution. These modules were a new addition to our courses in response to a conviction by tutors that cross-curricular teaching and learning in primary schools is important for children's education and well being. We felt that this approach would support a move towards a more creative curriculum. Often we found that students were unfamiliar with cross-curricular teaching and learning and we discuss how we have been developing strategies and pedagogies to support their understanding of this approach. We are convinced that, in order to raise the status of D&amp;T there is a need to provide exciting and relevant contexts for learning subject specific knowledge and skills, as well as those which cross curricular boundaries. (Contains 3 figures.)
Design and Craft Education in Iceland, Pedagogical Background and Development: A Literature Review
Author: Olafsson, Brynjar
Date: 2009-00-00
Type: Information Analyses
Subjects: Curriculum Development,Foreign Countries,Technological Literacy,Literature Reviews,Design Crafts,Technology Education,Educational Development,Educational Innovation,Industrial Arts,Educational History,National Curriculum

Sloyd pedagogy was introduced towards the close of the 18th century to Icelandic educators. Subsequently craft was established as a specific subject aimed at general education. In the beginning craft was called &quot;school industry,&quot; to distinguish it from &quot;home industry&quot; whose aim was to help homes to be self-sufficient for commercial purposes. Different curricula focusing mainly on craft were developed until 1999 when craft was re-established as a new technological subject, based on a rationale for technological literacy, innovation and design. The new subject, Design and Craft was influenced by the national curricula of New Zealand, Canada and England and a specific Icelandic model for Innovation Education. Design and Craft education is compulsory for all grades 1-8 (ages 6-13), but optional for grades 9-10 (ages 14-15). In the new subject students base their idea generation and design on authentic problems and make their artefacts from resistant materials. They design systems based on electronic circuits, mechanisms, pneumatics and structures. In this article the authors describe the pedagogical background of the subject and the curriculum development. (Contains 2 tables and 10 figures.)
Preferential Learning Styles as an Influencing Factor in Design Pedagogy
Author: Leahy, Keelin
Date: 2009-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Styles,Educational Technology,Design,Technology Education,Teaching Methods,Foreign Countries,Evaluation Criteria,Instructional Improvement,Intervention,Best Practices,Creativity,Measures (Individuals),Educational Change

Design is a discipline which involves many domains, skills and professions. Design practice in Technology education in the Irish second level (high school) context is not a representation of the professional realm of design. Design education in the Irish second level system is generally structured on a linear design process and associated assessment criteria. Both the linear process and assessment criteria are stifling creative design outcomes. In an attempt to improve design teaching and learning, and thus students design ability, consideration of students preferred mode of learning has been investigated. Educators have attempted to improve instruction through the influential adaptation of pedagogy intervention in the context of learning and cognitive styles of students (Cook 2008). This paper addresses the need for a strategic approach to design pedagogy to be established within the Irish second level education system, with reference to student's preferential learning styles (PLS). The findings of the study identify the test cohort's preferential learning styles. It also reveals significant differences in school types and contrary to initial hypotheses some surprising findings. The preferential learning styles will be one of the prime considerations in meeting the requirement of best practice design pedagogy, where there is a &quot;compatibility of his or her learning style and the instructor's teaching style&quot; (Felder and Silverman, 1988, p.674). (Contains 18 tables, 13 figures and 1 footnote.)
Analysing Cases in Technology and Design Education: How Could Designing and Making Technological Products Be a Vehicle for Enhancing Understanding of Natural Science Principles?
Author: Hansen, Pal J. Kirkeby
Date: 2009-00-00
Type: Journal Articles
Subjects: Natural Sciences,Scientific Principles,Case Studies,Technology Education,Innovation,Design,Design Crafts,Industrial Arts,Handicrafts,Educational Practices,Teaching Methods,Stakeholders,Foreign Countries,Mathematics

&quot;Knowledge Promotion&quot; is the recent curriculum for the Norwegian 10-year compulsory school. &quot;Technology and Design&quot; (ToD) is a new main subject area in Natural Science. ToD should be taught across the curriculum between Natural Science, Art and Crafts, and Mathematics. The main goal is that pupils should be able to plan, develop and make useful products. The interaction between natural science and technology is a key part of this main subject area. Natural science principles constitute the basis for understanding technological activities. The present analyses of ToD education is based on case studies in three schools. The main outcome is that the actual ToD-project seems successful in developing pupils' skills in designing and making products, and has great potential to be a vehicle for enhancing understanding of adequate natural science principles. If carefully planned, this conclusion might be generalized to other ToD-projects. (Contains 1 table and 3 figures.)
Gathering Empirical Evidence Concerning Links between Computer Aided Design (CAD) and Creativity
Author: Musta'amal, Aede Hatib
Date: 2009-00-00
Type: Journal Articles
Subjects: Creativity,Cognitive Psychology,Computer Assisted Design,Evidence,Foreign Countries,Case Studies,Industrial Arts,Interviews,Observation,Protocol Analysis,Literature Reviews,Measurement Techniques,Schematic Studies,Technology Education

Discussion is often reported concerning potential links between computer-aided designing and creativity, but there is a lack of systematic enquiry to gather empirical evidence concerning such links. This paper reports an indication of findings from other research studies carried out in contexts beyond general education that have sought evidence relating CAD and creativity. It describes the establishment of a framework for gathering empirical evidence to support the analysis of links between CAD and creativity, via the observation of creative behaviours, which was developed from published literature largely relating to the area of cognitive psychology. It notes some initial research findings concerning the use of this framework in analysing the use of CAD in postgraduate design projects completed at Loughborough University. These results demonstrate the occurrence of creative behaviours in association with the use of CAD when designing. Finally the significance of these results is discussed within the wider context of design modeling. (Contains 4 tables and 4 figures.)
Studying Classroom Interaction during a Design-without-Make Assignment
Author: Trebell, Donna
Date: 2009-00-00
Type: Journal Articles
Subjects: Interaction,Educational Technology,Design,Design Crafts,Classroom Environment,Classroom Research,Classroom Techniques,Intervention,Foreign Countries,Video Technology,Classroom Observation Techniques,Creative Activities,Assignments,Aptitude Treatment Interaction

This paper explores ways in which data collected during designerly activity in a Secondary Design and Technology Classroom in the UK, can be analysed with a view to ascertaining the features of the classroom interactions which facilitate the development of designerly activity in &quot;fledgling designers&quot; (Trebell, 2007). The paper builds upon earlier work (Trebell, 2007, Trebell 2008) including a pilot study (Barlex and Trebell, 2007). One research question drove this of study: &quot;What are the features of the classroom interactions that support pupil's design activity?&quot; This paper presents, analyses and discusses the video data collected throughout the duration of a design-without-make assignment. The data was analysed against three analytical categories drawn from the literature. These consist of: (a) &quot;Design decisions&quot; (Barlex, 2005), (b) &quot;Learning conversations&quot; (Corden 2001; Coultas, 2007; Hamilton, 2003; Kumpulainen &amp; Wray 2002; Wegeriff and Mercer 2000) and (c) &quot;Scaffolding and Mediation&quot; (Schaffer, 1996; Tharp and Gallimore, 1988) supplemented by a range of &quot;emergent categories&quot; drawn from the data. Findings indicate that the features of the classroom interactions which support the development of designerly activity in fledgling designers are complex, multi-facetted and either enabled or disabled by the pedagogic stance adopted by the teacher. (Contains 4 tables and 4 figures.)
Are Design and Technology Teachers Able to Meet the Challenges Inherent in the Theme for This Conference &quot;D&amp;T--A Platform for Success&quot;?
Author: Atkinson, E. Stephanie
Date: 2009-00-00
Type: Journal Articles
Subjects: Design,Technology Education,Practical Arts,Teachers,Skill Development,Pedagogical Content Knowledge,Preservice Teacher Education,Foreign Countries

This paper has emerged out of the author's life-long passion for Design and Technology (D&amp;T), which she will refer to as D&amp;T from now on, her on-going research which has informed her practice as a teacher of D&amp;T in England over the past 45 years, and in particular her practice as a trainer of D&amp;T teachers for the past 20 years. In this paper, the author has taken the conference theme and she will discuss the problems she sees in meeting the challenge inherent in the conference strapline &quot;D&amp;T--A platform for Success&quot;. She will not be referring to the subject as a whole but homing in on one aspect that she, and many others (e.g. Barlex &amp; Rutland, 2003; 2004; Baynes, 2009; Nicholl, McLellen &amp; Kotob, 2007; Welch, 2007) consider is very important--the activity of &quot;designing&quot;. Firstly using references from relevant literature and her own research, she will examine the importance of, and difficulties inherent in designing within D&amp;T. She will consider certain aspects of a teacher's understanding of designing and thereby pupils' understanding of and ability to successfully carry out the activity. She will describe the difference between physical skills and conceptual tools required whilst designing. She will discuss the differences between subject knowledge, pedagogical knowledge and personal subject constructs pertinent to this topic and the timeframe available for the training of teachers of D&amp;T. This will lead her into a discussion concerning research she has undertaken and her conclusions regarding designing, and meeting the challenge of &quot;D&amp;T--A Platform for Success&quot;. (Contains 4 tables and 3 figures.)