Fletcher / Kruse / Labudde Research in Technology Education

International Approaches
1. Auflage 2018
ISBN: 978-3-8309-8801-4
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 224 Seiten

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.

Autoren/Hrsg.

Fletcher, Stefan

Kruse, Stefan

Labudde, Peter

Lang, Martin

Mammes, Ingelore

Charle,

Inhaltsverzeichnis

1;Cover;1
1.1;Imprint;4
1.2;Contents;5
2;Preface;7
3;The T and E in STEM: From promise to practice (Marc J. de Vries);11
3.1;Introduction;11
3.2;Promises, promises …;11
3.3;The threats;13
3.4;The mysterious E;16
3.5;A possible way forward;17
3.6;References;19
4;How boys’ and girls’ technical interest differs: A research study (Victoria Adenstedt);21
4.1;1. Introduction;21
4.1.1;Definition of ‘interest’;22
4.2;2. Interest by socialization;23
4.3;3. Career choices in science and technology;24
4.4;4. Technology education in schools;26
4.5;5. Research context;27
4.6;6. Sample and data collection;28
4.7;7. Research design;29
4.7.1;Pre-Test;30
4.7.2;Scale No. 1 Frequency And Duration Of Dealing With Technical Objects;30
4.7.3;Scale No. 2 Emotional Acceptance;31
4.7.4;Scale No. 3 Cognitive Interest;32
4.7.5;Scale No. 4 Knowledge;33
4.8;8. Statistical analysis and results;33
4.8.1;Frequency and popularity of favoured activities differ by gender;34
4.8.2;Frequency of dealing with technical objects differs by gender;35
4.8.3;Popularity of dealing with technical objects differs by gender;35
4.8.4;No difference in general interest to develop technology knowledge;36
4.8.5;Interest in technology differs by gender;36
4.8.6;No difference in interest in ICT by gender;36
4.8.7;No difference of technology knowledge by gender;37
4.9;9. Conclusion and discussion;37
4.10;References;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);45
5.1;1. Introduction;45
5.1.1;1.1 Energy Education: An Important part of civic literacy;45
5.1.2;1.2 Energy Related Knowledge in technology and science education and the life-world domain;47
5.2;2. Methodology;49
5.2.1;2.1 Uncovering Knowledge with Certainty Based Assessment;49
5.2.2;2.2 Development of the Test Instrument;50
5.2.3;2.3 Study Setting and Participants;52
5.2.4;2.4 Data Collection and Analysis;53
5.3;3. Findings and Discussions;53
5.3.1;3.1 Internal Reliabilities;53
5.3.2;3.2 Students’ understanding of practical-everyday energy knowledge;55
5.3.3;3.3 Students’ understanding of conceptual energy knowledge;56
5.4;4. Conclusions;57
5.5;5. Acknowledgements;58
5.6;Appendix A.;58
5.7;References;58
6;Problem Solving in Technology Education. Development of an engineering design task to investigate action-oriented problem-solving processes (Tatiana Esau);61
6.1;1. Starting point and objective of the project;61
6.2;2. Design of the research project;62
6.3;3. Theoretical background;64
6.3.1;3.1 Problem and general problem solving;64
6.3.2;3.2 Engineering design problems;66
6.3.3;3.3 The engineering design process as a specific case of problem solving;67
6.4;4. Development of an engineering design problem for the main study;68
6.5;5. Testing and selecting a suitable engineering design problem;74
6.5.1;5.1 Testing of the developed problems;74
6.5.2;5.2 Selection of a suitable engineering design problem and conclusion;76
6.6;References;78
7;Empathiser, Systemiser or Balanced: Understanding pupils’ “Personality Types” and what this says about their enjoyment of school subjects (Katie Klavenes);81
7.1;1. Introduction;81
7.2;2. A lack of women in STEM;81
7.2.1;2.1 Research Methodology;84
7.2.2;2.2 Research Findings & Discussion;87
7.3;3. Moving forward;93
7.4;References;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);97
8.1;1. Introduction;97
8.2;2. Research questions;98
8.3;3. Theory;100
8.3.1;3.1 The Swiss teacher education and school system;100
8.3.2;3.2 Tech socialisation;101
8.3.3;3.3 The intention to act: The Rubicon model of action phases for tech instruction;103
8.3.4;3.4 Hypotheses;103
8.4;4. Method;104
8.4.1;4.1 Variable assessment and psychometric properties;104
8.4.2;4.2 Data acquisition, sample & data analysis;105
8.5;5. Results;105
8.6;6. Discussion;109
8.7;References;112
9;Is problem solving competence in handling everyday technical devices a two-dimensional construct? (Jennifer Stemmann);115
9.1;1. Introduction;115
9.2;2. Theoretical Framework;116
9.3;3. Method;120
9.4;4. Results;124
9.5;5. Discussion;128
9.6;References;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);135
10.1;1. Introduction and research questions;135
10.2;2. Data collection and methods;139
10.3;3. Results and discussion;140
10.4;4. Discussion;143
10.5;References;144
11;An activity theoretical research lens on inquiry-based learning (Charles Max);147
11.1;1. Introduction;147
11.2;2. Inquiry-based learning in the 21st Century;149
11.3;3. Inquiry as activity;151
11.4;4. Modelling the activity;155
11.5;5. The appropriate unit of analysis (UoA);158
11.6;6. Three Planes of Analysis;159
11.7;7. Partial lenses and methodologies;161
11.8;8. Epistemological considerations;163
11.9;9. To sum up;164
11.10;References;165
12;Development of a concept for promoting comprehensive technological education (Stefan Kruse);169
12.1;1. Brief project description;169
12.2;2. Objectives and content topics;171
12.2.1;2.1 Traffic and drive engineering;172
12.2.2;2.2 Safety engineering;173
12.2.3;2.3 Production technology;174
12.2.4;2.4 Networked environment;175
12.3;3. Pedagogical justification of the materials;175
12.4;4. Results and findings from the author’s research on the project’s subject area;177
12.5;5. Methodological procedure and evaluation concept;178
12.6;6. Selected results of the first two stages of the evaluation;181
12.6.1;Preliminary results of the first stage of the evaluation;181
12.6.2;Results of the second stage of the evaluation;185
12.7;7. Project planning and milestones;189
12.8;8. Importance for professionals;190
12.9;9. Networking;191
12.10;References;191
13;Activity Orientation in Engineering Education (Benedikt Schwuchow);195
13.1;1. Introduction;195
13.2;2. Concepts of Education;196
13.2.1;2.1 Problems as Origins of Learning;196
13.2.1.1;Problem-Based Learning in Engineering Education;197
13.2.2;2.2 Action-Orientated Learning;197
13.2.3;2.3 Constructive Alignment;198
13.3;3. Blended Learning;198
13.3.1;Designing Blended Learning;199
13.3.2;Guiding Principles of Creating Blended Learning;200
13.3.3;Didactic Layout of Blended Learning;200
13.4;4. Combining Learning Principles;201
13.4.1;Example: Learning About Computer Numerical Control;202
13.5;5. Outlining a Research Framework;203
13.6;6. Summary;204
13.7;References;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);207
14.1;1. Theoretical background;207
14.1.1;1.1 Aims of Technology Education in Primary Schools;207
14.1.2;1.2 Problem Solving as an Appropriate Approach in Technology Education;209
14.1.3;1.3 Scaffolding in Problem Solving Environments;210
14.2;2. Research Questions;212
14.3;3. Design;212
14.4;4. Coding System;213
14.5;5. Summary and Next Steps;217
14.6;References;217
15;List of Authors;221