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The purpose of this study is to identify trends of integrative approach in South Korean technology education. A literature review was completed from 131 selected research journal papers published in South Korean academic databases from 2010 to 2018. The review identified four trends. First, research on technology education within STEAM education has steadily increased since 2010, with student-targeted studies comprising the largest share. Second, program development and implementation type was the most frequent regarding the research types. Third, the analysis of school subjects integrated with technology for integrative approach in South Korean technology education showed the most links to science. Fourth, invention was the most common focus in analysis of the content area of technology education, while creation constituted the most common core concept of the new Korean national curriculum. The results of this study shed light on the place of technology education within STEAM education in South Korea and has implications for research and practice for integrative STEAM education in future Korean technology education. [ABSTRACT FROM AUTHOR]

Due to a rapidly transforming world, design education needs to adjust itself. To do so, it is essential to understand curriculum gaps in the discipline. This systematic review (n = 95) reports on these gaps and the future readiness of design curricula. The search strategy consisted of both a database search, and discipline-specific journal search in which generalised results about current or future perspectives of design education were found. Structured around the constructive alignment framework, this research found that more 21st century learning objectives focusing on skills next to domain-specific knowledge need to be incorporated, and teaching and learning activities need to be more student-centred and better aligned to industry. Related to assessment, a considerable gap was found in literature on guidelines and means for formative assessment. Design education is not yet ready for the challenges ahead, therefore, the authors hope that design departments rethink their curricula and fill the specified gaps. [ABSTRACT FROM AUTHOR]

National reform documents all around the world issue an urgent need for the development of integrated STEM (Science, Technology, Engineering, and Mathematics) curricula. With the emphasis on the development of STEM curricula, there is also a need for improving teachers' and future teachers' conceptions of the integrated STEM approach. This study responds to this call by providing a context to develop pre-service science teachers' understanding of STEM disciplines.Query In this study, we explored how the engineering design-based intervention developed the pre-service science teachers' understanding of integrated STEM education. For this purpose, four STEM activities that focus on a daily-life problem and an iterative engineering design process to solve the problem were adopted. The results revealed that participants' understanding of science was developed throughout the activities (i.e., from the first to the last activity). Similarly, there was an enrichment in their understanding of the engineering design process. On the other hand, there was no gradual development in participants' understanding of mathematics implying that participants had difficulties in making explicit connections with mathematics throughout the activities. Implications for effective STEM courses for developing pre-service science teachers' understanding of STEM disciplines and STEM courses in pre-service science teacher education programs were discussed. [ABSTRACT FROM AUTHOR]

Contemporary research is considering new forms of literacy that extend beyond the skills required to process alphanumeric data. The skills involved in visualising, reasoning, and communicating about 2D and 3D spatial information are commonly referred to as 'Spatial Literacy'. Research has highlighted a positive relationship between Spatial Literacy and achievement across a diverse range of subject areas. Internationally, researchers have observed that students often have underdeveloped levels of Spatial Literacy on matriculation to third-level courses, particularly in the STEM area. In an attempt to better understand the potential reasons for this, this paper endeavours to unpack the complex nature of Spatial Literacy, its definition and associated metrics. Concerns are raised about the Spatial Literacy levels of Irish students based on international metrics and benchmarking against other jurisdictions. This paper seeks to problematize Spatial Literacy within the Irish educational context with a particular focus on dominant curriculum ideologies and education policy discourse. [ABSTRACT FROM AUTHOR]

Affection in learning embraces emotions, attitudes, values and beliefs that emerge during the learning process, and it is a vital and hidden element of learning. Studies focusing on affective, or emotional, aspects of design learning in the context of design education underscore the significance of the affective process and inform us of the connection between the creative dimension and emotions during a design activity. To this point, this paper addresses the following research question: to what extent does reflective writing disclose design students’ affective journeys throughout a semester? An empirical study is conducted to observe first-year industrial design students’ affective processes during a semester using their structured reflective diaries. The longitudinal study results show that the students exhibit certain tendencies in terms of the affective processes throughout a semester. The findings of this study are discussed in reference to peak points, anomalies and tendencies of the affective processes observed based on excerpts from the diaries. It is concluded that affective responses in design learning are multidimensional and wide-ranging. [ABSTRACT FROM AUTHOR]

Industrial design (ID) undergraduate education in China is seen as a new rapidly growing discipline over the past 40 years. China's ID education is not well known in the West due to several barriers: language, the Great Firewall of China which blocks out most of the Western websites and a 12-h time difference. All Chinese ID curriculum and program information are available in Mandarin. The Ministry of Education administers all Chinese design education as well as ID scholarships and faculty exchange grants and its website and documents require translation. The Great Firewall of China blocks 90% of Western websites including Google making it difficult for Western Scholars to access accurate information about the size and shape of the Chinese ID education landscape. China has a historical relationship between the ID schools in China and the United States. Chinese students are studying or alumni of every American ID program. China and USA share similar program types, dual-track admissions for art and design streams, and academic calendars. In this paper, a model was developed to clarify the features of ID undergraduate education in China and USA, and a survey of eight ID schools was processed. Four aspects were comparatively discussed: (1) types of ID education, (2) ranking, evaluation, and certification of ID schools and programs, (3) curriculum, credits, course features, and yearly schedules of schools, (4) influences coming from the culture and globalization process. Based on the analysis, the similarities and differences in ID undergraduate education between the two countries are discussed. Results show the dual-track modes in China and USA are different. It is mainly reflected in the management and enrollment, curriculum organization, and cultural environment. Implications for the localization, openness, and globalization to ID education are finally discussed together with several directions for future development. The findings are valuable to USA and Chinese ID departments and faculty, researchers, staff and visiting scholars. It is also useful for university administrative units such as registrars, admissions, international offices and exchanges to understand each other. [ABSTRACT FROM AUTHOR]

Although 'models' play a significant role in engineering activities, not much has yet been developed to enhance the technological literacy of students in this regard. This contribution intends to help fill this gap and deliver a comprehensive account as to the nature and various properties of these engineering tools. It begins by inspecting two well-known cases: the long-term policy documents of technological literacy in the USA and in New Zealand. This will help to clarify the approach of these educational documents to models, provide a primary understanding of their existing drawbacks in this relation, and realize the necessity of underpinning a well-organized account that can be used in teaching about models. Next, the discussion moves toward an attempt to develop a sound description of the nature of models. This is accomplished through an extensive review of the viewpoints of philosophers (of science and technology) about the nature and properties of these tools; models will then be argued and suggested for consideration as techno- scientific artefacts with their own dual nature: the intrinsic and the intentional. Such an account paves the way to the next step, which namely attempts to provide a well-ordered framework of the models' various properties, through taking up those two natures and their interrelation in detail. The paper concludes by showing some initial advantages of applying the suggested approach to the intended cases, which can hopefully lead to further, more detailed inspections and extended contributions. [ABSTRACT FROM AUTHOR]

This paper discusses observations of an architecture and environmental engineering undergraduate design studio project assigned to 4th year students at a UK university. In the UK, most architecture courses are characterised by a high proportion of design studio teaching supported by varying amount of technical modules that include environmental and construction learning. Recent scholarship on sustainability education in architecture, discusses the necessity for new approaches that enhance transdisciplinarity, autonomy and independent decision-making. However, despite increasing importance to both practice and policy, few empirical or theoretical examples account for the implications or experiences of such an approach. This study presents the experiences of an architecture and environmental engineering design studio whereby studio activities are closely interlinked with technical engineering enquiry and experiment. Specifically, the research examines the challenges and opportunities students face when assigned a design project that attempts to translate independently derived briefs into novel architectural environmentally engineered interpretations. The analysis draws on a series of ethnographic narrative and visual observations carried over a period of 6 months. The implications of the findings are threefold. First, the analysis shows the opportunities an integrated cross-disciplinary approach can offer, where the gap between creative and technical domains is narrowed. Second, the study presents some of the challenges faced by increased autonomy and lack of prescription that students encounter. Third, the paper contributes to an emerging agenda of sustainability education in the built environment by offering valuable insights into the benefits and difficulties cross-disciplinary approaches pose to architectural education. [ABSTRACT FROM AUTHOR]

Technology-mediated teaching and learning enables access to educational opportunities, irrespective of locality, ruruality or remoteness. The design, development and delivery of technology enhanced learning in pre-service teacher education programs is therefore gaining momentum, both in Australia and internationally. Much research regarding online, or blended learning, has focussed on theoretically-founded learning areas, with less attention directed toward fundamentally practical learning areas, such as Design and Technology Education. Situated within the Bachelor of Education (Early Childhood Education, Primary, and Primary/Middle) degrees at the University of South Australia, Australia, this study captures the design, development and delivery of a blended Design and Technology course with first and third year pre-service teachers. Drawing on course learning analytics, pre-service teacher responses, and the reflective practice of teaching academics, this paper highlights the facilitators and challenges in transitioning to a blended model of curriculum delivery that addresses the contexts of the Australian Curriculum: Technologies. [ABSTRACT FROM AUTHOR]

This paper aims at analysing the effect of implementing a long-term STEM-based active learning course on students' motivation. First of all, a course that introduces science, technology and engineering concepts to students was designed. The key point was to provide the students with authentic learning activities based on real-world problems. The students had to solve those problems working in 3-members group. The teacher's role was as a learning guide. The course was implemented in a 6th grade class (primary education) and in a 7th grade class (secondary education) throughout a whole academic year. The Instructional Materials Motivation Survey (IMMS) was used to measure the students' motivation in two different moments: at the end of the first term and at the end of the third term. The IMMS is based on the ARCS Model and measures four motivational factors: attention, relevance, confidence and satisfaction. The high scores obtained in the IMMS manifest that most students were motivated with the STEM course. Indeed, the highest scores were obtained in the questions corresponding to the satisfaction factor. Furthermore, results evidence that the level of motivation varied only slightly from the first to the third term test. Hence, we can affirm that the hands-on learning activities proposed during the STEM course allow to create a learning experience that interests and engages students. Finally, obtained results allow to know how the students feel about the new STEM course and to redesign it, if necessary, in order to improve the studied motivational factors. [ABSTRACT FROM AUTHOR]

The subject of design and technology was introduced to the curriculum for high schools in China 10 years ago. However, the teaching and learning of this subject have become difficult for both teachers and students because there is a lack of qualified teachers with design background to deliver this subject in a way to stimulate the learning interests of the students. This paper presents a research that is aimed at improving this situation by integrating the teaching and learning of design and technology within a computational environment as part of social networks sites. The purpose is to enable the collaboration among the students and interaction between teachers and students. In this research, a series of investigations were conducted, by following through several taught subjects in design and technology in prominent high schools in China. Based on these investigations, a theoretical framework for web-based design learning and teaching system in the style of social networking is developed, implemented and tested, emphasizing three features of design: innovation, collaboration, and interaction. This framework has been tested among high school students and teachers in a high school in Nanjing. It identified and validated necessary techniques and design features required to make an education-related social networking site effective and affective for the students and teachers. The results of this research indicated that social networking sites have significantly positive values in design education, especially for the collaboration and interaction on the subject of design and technology. [ABSTRACT FROM AUTHOR]

The ubiquitous and often pervasive expansion of the science, technology, engineering and mathematics (STEM) agenda across global education systems has largely gone uncontested. Strategic efforts to build on perceived natural subject synergies across the separate STEM disciplines are promoted as central to supporting the growth of economies through the development of human capital and by ensuring the supply of suitably trained individuals for vocational roles in these areas. However, these efforts are predicated on the assumption that such perceived natural subject synergies can easily support pedagogical complimentary and in so doing, often fail to acknowledge the social histories of the subjects involved. In this paper the authors examine the divergence in treatment of STEM subjects within the Irish second-level context through the lenses of subject hierarchies and social class. The cultural capital associated with studying each of the respective STEM subjects in school is considered and the objectives of the STEM agenda are problematised. [ABSTRACT FROM AUTHOR]

This study is based around Education Scotland's ambition to create a coherent learning framework for pupils aged 3–18, with particular focus on the technologies curricular area, and more specifically the subject of design and technology (D&T). The study investigates the views, definitions, and approaches adopted by primary and secondary educators applied to the D&T curricular area. Furthermore, the research explores curricular understanding and pedagogical approaches in addition to individual teacher's understanding of technology education. A mixed method research approach was utilised and applied within one local authority region in Scotland. Data was collected from primary teachers and secondary design and technology teachers using online questionnaires and interviews. Findings reveal that there is a varied approach to teaching design and technology across primary and secondary schools with educators recognising different definitions and pedagogical approaches in the subject. This indicates that pupils transitioning from primary to secondary learning will have to cope with these differing teaching approaches when studying design and technology. However, participants agree on the importance of the design element and application of the subject to real world scenarios. It is recommended that school communities find opportunities to collaborate further with the aim of creating a more continuous, coherent learning journey for young people in the design and technology curriculum area. These findings provide a basis for future professional discussion and critical reflection for practitioners in both primary and secondary sectors, and for leaders and administrators across Scotland, the UK and around the world. [ABSTRACT FROM AUTHOR]

The common purpose of models is to provide simplified representations of other phenomena. Depending on type, they are suitable for communication, documentation, prognostication, problem solving, and more. Various types of models, such as drawings, mock-ups, flow charts, and mathematical formulae, are important tools in engineering work. An introduction to the area of technological modelling is therefore an essential component in secondary technology and engineering education, both to prepare for future studies and work, and to instil a general technological literacy. Models in the form of technical drawings and physical models are mentioned in several international curricula and standards for secondary education, but the nature of models or the modelling process are seldom elaborated upon. The purpose of this article is to investigate the 'why?', the 'what?', and the 'how?' of teaching and learning about models and modelling in secondary technology and engineering education. We discuss the roles of models and modelling and suggest a modelling framework for technology and engineering education consisting of a six-step modelling process that can be used in education with increasing level of complexity: identification, isolation, simplification, validation, verification, and presentation. Examples from Swedish curricula and secondary school textbooks are used to highlight the progress (or lack thereof) concerning model creation and model use. It was found that especially validation and verification are downplayed or missing in these accounts. Special attention needs to be given to the simplification step, where the balance between simplicity and realism often leads to difficult decisions in the modelling process. [ABSTRACT FROM AUTHOR]

This study presents the case of development and evaluation of a STEM-oriented 30-h robotics course for junior high school students (n = 32). Class activities were designed according to the P3 Task Taxonomy, which included: (1) practice—basic closed-ended tasks and exercises; (2) problem solving—small-scale open-ended assignments in which the learner can choose the solution method or arrive at different answers; and (3) project-based learning—open-ended challenging tasks. The research aimed at exploring students’ working patterns, achievements in learning the course, and the impact of this experience on students’ motivation to learn STEM subjects. Evaluation tools included a final exam on factual, procedural and conceptual knowledge in the STEM subject learned in the course, class observations, interviews with the students, and administrating an attitude questionnaire before and after the course. Since the experimental class was quite heterogenic in regard to students’ prior learning achievements and motivation to learn, some of the students completed just the basic exercises, others coped well with the problem-solving tasks, and only a few took it upon themselves to carry out a complex project. However, all students showed high motivation to learn robotics and STEM subjects. In summary, robotics provides a very rich and attractive learning environment for STEM education. Yet, the realization of this potential depends largely on careful design of the course methodology and especially the students’ assignments in the class. One should recognize that often only some students are capable of learning a new subject on their own through project work, and these students also need to gain additional knowledge and skills before dealing with complex projects. [ABSTRACT FROM AUTHOR]

The role of design in the exploration of integrated Science, Technology, Engineering, and Mathematics (STEM) education has rapidly expanded in recent years. Design has made an important contribution by providing instructional scaffolds in synthesising knowledge from multiple disciplines to solve real-world problems. Despite the potential of Design-based Pedagogy (DBP), there is a paucity of applicable DBP process models for constructing integrated STEM tasks and formulating implementation approaches. To address this issue, we enquire into the Solution-based Design Process (SBDP) that reconciles curriculum content knowledge and teaching through authentic problem finding and solving. Through an exploratory study of a self-critical reflection in autoethnographic design practice, we explore how the optimised SBDP can inform (i) The design skills and mindsets of DBP for integrated STEM education, and (ii) The instructional processes for constructing and implementing integrated STEM tasks involving design models. As found in this study, a unique feature of the Solution-based DBP is that it relates to the processes of thinking and reasoning—highly cognitive and logical; its application requires the skilled operation of 3D printing-based digital fabrication. Additionally, we demonstrated a Solution-based DBP, combined with 3D printing-based digital fabrication, and providing teachers with a structural blueprint for developing integrated STEM programs. Overall, this research contributes to the corpus of methodologically rigorous and evidence-based studies on design-led integrated STEM curriculums in the context of a specific country's education system. [ABSTRACT FROM AUTHOR]

As the literature points out the lack of efficient use of Computer-Aided Design (CAD) in design curricula, we aimed to align a CAD course based on student-centered learning theories. While designating a constructively aligned CAD course, the intended learning outcomes were specified in relation to the knowledge types classified for the CAD learning process. Based on these outcomes, two genuine learning activities were developed which were namely telling-to-peer and writing-to-peer. These activities put novice CAD learners into the center where they could construct and reconstruct the knowledge while transmitting it to a predefined audience. The telling-to-peer activity referred to a tutoring experience in which they explained specific commands to their classmates. Tutorials in this course functioned as a writing-to-peer activity where the learners were asked to prepare for a specific audience. Additionally, we aligned the assessment strategy with these learning activities through formative assessment tasks. To get insights especially about these learning activities from the students, a qualitative course evaluation template was conducted at the end of the semester. In conclusion, a model associating the knowledge types with learning outcomes in terms of their complexities was developed for CAD courses. [ABSTRACT FROM AUTHOR]

This study investigates preschool children's interactions with technology in a Swedish context. The purpose is to broaden our knowledge about children, technology and preschool activities—not only the meanings of technology that is present in everyday preschool activities, but also how children interact with it. Collier-Reed's (Pupils' experiences of technology: exploring dimensions of technological literacy, PhD thesis, University of Cape Town, Cape Town, 2006) category system has been used to analyse data generated in two research circles. The participating preschool teachers were asked to present teacher- and children-initiated activities from their daily practices. 54 cases were identified, of which 40 included children's interactions with technology according to the definitions provided by Collier-Reed. Mapping the results in a matrix representation based on Collier-Reed's two sets of categorisation systems shows two clusters. The first mainly includes teacher-initiated activities, in which children were instructed how to use different artefacts. The second also includes children-initiated activities requiring more engagement as part of Collier-Reed's notion of the core. Also, labelling was added to the category system in order to adapt it to the Swedish preschool setting. [ABSTRACT FROM AUTHOR]

Today's dynamic change of the pupils' technological environment certainly affects their preferences towards technology, which may be important for planning, structuring and organising general technology education. This highlights the problem of general student preferences, which are not the product of current trends but the universal rules for structuring teaching. To contribute toward the solution of this problem, research into pupils' preferences towards the teaching of Technical Culture was carried out with the aim of determining general age and gender differences in pupils' preferences. Accordingly, the study was conducted on a stratified sample, comprising primary school pupils, aged 11 to 15 (N = 699). By applying the customised PATT questionnaire, pupils' interests in technology, their attitudes towards the teaching contents of the Technical Culture, as well as the attitudes to the importance and consequences of technology were examined. The analysis of the obtained data was carried out using a two-factor ANOVA and t test, as the basis for determining the differences and characteristics of preference with regard to the age and gender of the pupils. The results of the research show that younger pupils are mostly satisfied with the lessons, while older ones expect more modular teaching. More concretely, boys are more inclined to traditional teaching contents, while girls show much less inclination towards such contents. The presented findings indicate the necessity of a modular approach to the teaching of general technology education, especially between the age of 13 and 15, which should allow equally affirmation of boys and girls in this field of education. The development of such teaching requires a series of additional research to facilitate the development of the future curriculum of general technology education. [ABSTRACT FROM AUTHOR]

This study discusses the past and present of technology education in elementary schools of the Republic of Korea through an understanding of practical arts, one of the subjects taught in Korean elementary schools. Since technology education is carried out in Korean elementary schools through a subject called practical arts, it can be said that understanding the academic system and education curriculum of practical arts equates to understanding technology education being taught in elementary schools in Korea. There are three main contents of this study. First, the position of technology education in Korean elementary schools, the meaning of technology education activities, and the teaching system were examined by way of reviewing the practical arts in Korea. Second, the period, education thought, and key concepts of Korea's technology education were analyzed by section as the researcher examined the development process of technology education in the practical arts curriculum. Third, the researcher comparatively analyzed the current 2015 Practical Arts Curriculum in Korea and technology education issues at the international level, and based on this, the researcher discussed the subject of developing technology education. The study found that in Korea, the practical arts curriculum underwent revision and development according to education thought over six time periods: subject-based curriculum in the first period from 1955 to 1962; experience-based curriculum in the second period from 1963 to 1972; discipline-based curriculum in the third period from 1973 to 1981; general education curriculum in the fourth period from 1982 to 1991; theme-based integrated curriculum in the fifth period from 1992 to 1996; and learning-based curriculum in the sixth period from 1997 to 2014. The most recent revision from 2015 represents competency-based education thought in the curriculum. The competencies related to technology education that are presented in the 2015 revision include technology problem-solving ability, technology system planning ability, and technology application ability. With these, the curriculum focuses on enhancing the ability to apply skills and generate new knowledge in the context of living, which can be interpreted as a new value for technology education to pursue in the age of competency-based education: "practicing knowledge rather than simply knowing." In addition, based on the new curriculum content framework, technological literacy was reconceptualized as "what students should know" and "what students should be able to do", suggesting a new approach to technological literacy in the competency-based education age. Additionally, in such an age, the curriculum's responsibilities and ethics are presented as issues that should be considered anew, making it clearer what the next tasks should be in order to better improve the curriculum. The results of this study will be meaningful in providing insight into the current direction of elementary-level technology education in Korea and also into the future direction of technology education in Korea and around the world in today's age of competency-based education by analyzing and comparing Korea's case with international cases. [ABSTRACT FROM AUTHOR]

In recent 5 years, digital fabrication technologies have not only advanced rapidly but have also become more user-friendly and affordable, especially regarding their educational uses. Due to these technologies' capability to link virtual and physical making, educators have extensively discussed their potential impact on fostering a learning-by-doing constructionist approach to science, technology, engineering, and mathematics at all levels of education. However, in K-12 art and design education, the uptake of digital fabrication technologies is lagging, and few studies have measured its potential benefits and how to equip preservice teachers with relevant knowledge and skills for technology-infused classrooms. This exploratory case study investigated how creative processes using digital fabrication technologies can benefit art and design education in the pre-service teacher program and K-12 education context. The data were collected via class observation, artifact analysis and questionnaire. The results showed that digital fabrication technologies had positive overall effects on preservice teachers' learning in the following areas: problem-solving skills, accuracy in engineering, communicating ideas using effective visual presentation methods, collaborative learning, and understanding the implications of integrating technology into traditional art and design media and educational processes. Additionally, shortfalls were identified and suggestions made for further improvements for design education in teacher training programs. [ABSTRACT FROM AUTHOR]

The recently revised New Zealand Curriculum in technology education [Ministry of Education (MoE) Digital technologies: Hangarau Matihiki, Wellington, 2017. https://education.govt.nz/assets/Documents/Ministry/consultations/DT-consultation/DTCP1701-Digital-Technologies-Hangarau-Matihiko-ENG.pdf] presents opportunities for teachers to provide a future-focused approach to learning. Teacher perceptions about the nature of their subject and the discourse within their school however, influence how the curriculum is interpreted, for enactment. This article reports findings from Ph.D. research that explored the disparity between the intent of the technology curriculum and the practice of five technology teachers, in two secondary school settings. There is a focus on the ways that teachers might be supported to navigate challenges and enable change in their practice, if they are motivated to enact technology education in a future-focused way. Teachers' interpretation and enactment of the New Zealand curriculum are heavily influenced by others' understanding of their subject, and the organisational structures in their school. A threshold concept is presented as a strategy to transform teachers' thinking, when making meaning of the curriculum, and to develop their knowledge for practice. Recommendations are made regarding the necessary changes in thinking and practice in technology education in New Zealand, to address a further disparity between what school-based practitioners believe students need and what academic researchers assert is important in contemporary education. Initial Teacher Education Programmes are briefly discussed as a means of addressing this issue from another perspective, to ensure that student teachers are exposed to future-focused conceptions of the curriculum at University, to compensate when such practice is not observed during their school placements. [ABSTRACT FROM AUTHOR]

Like many other countries the curriculum components and goals of technology education in Malta have experienced evolutionary changes. Changes in Malta occurred at a fast rate but were not always perceived to be in step with international trends, debates and research about technology curricula. This document analyses the text in Maltese National Minimum Curriculum documents in light of international progress about: (a) research trends, (b) the philosophy of technology and (c) technological concepts. The analysis of the documents was framed through: (a) a quantitative analysis of documents; and (b) a small scale survey. The quantitative analysis of all texts involved the use of software to generate the top ranking words and phrases from all texts. These were ranked and compared across all documents to evidence the trends of the documents in time. The survey involved asking participants to review the documents for specific arguments and filling in a questionnaire. The findings show that only recently has the Maltese curriculum of Design and Technology aligned itself to international trends and embraced a contemporary philosophy of technology. Within the Maltese texts describing technology education in 1999 and 2012, the key jargon emanating from international debates is considered largely absent and the perception given is that of a technology curriculum that was not driven by research but by tradition. The potential implication of this at present is the lack of understanding of a rationale for general technology education in schools and the nostalgia for a technology curriculum driven solely by vocational roots. [ABSTRACT FROM AUTHOR]

In the United States, recent STEM education reform initiatives call for teaching STEM subjects through integration of multiple related subjects. In response to this call, an integrated STEM education methods course was developed for secondary preservice teachers in STEM disciplines. At the conclusion of the course, qualitative data (e.g., interviews, student artifacts) were collected to examine the methods course students' practices and experiences of STEM integration. Teachers' learning was approached from situated perspectives that shed light on contexts in which teaching practices are situated and funds of knowledge that individual teachers bring to bear to their teaching contexts. While the students successfully developed STEM integration lessons and taught them, they faced challenges attributable to current school practices, limited interdisciplinary understandings, and a lack of role models. Acknowledging the numerous constraints in the current educational system and structure, several ways were suggested to mitigate the challenges and build on the strengths that preservice teachers established. [ABSTRACT FROM AUTHOR]

The present study sheds new light on the knowledge dimensions and processes that occur when designing new concepts and prototypes in higher education. In particular, this study aims to develop the conceptual understanding of activities and processes that help students to gain new knowledge and understanding while designing new products and services. I employed two data collection phases among undergraduate students with qualitative abductive data analyses in order to create a conceptual framework for understanding how new knowledge is created and managed in students’ social interactions. This framework also enables us to distinguish the user, business, technological and methodological knowledge dimensions that constitute the elemental perspectives for design processes. This study emphasises the need for students to use diverse methods to gain new knowledge for inventing and designing new technological solutions. [ABSTRACT FROM AUTHOR]

Technological literacy defines a competitive vision for technology education. Working together with competitive supremacy, technological literacy shapes the actions of technology educators. Rationalised by the dictates of industry, technological literacy was constructed as a product of the marketplace. There are many models that visualise different dimensions of technological literacy, but clear empirical evidence on how these interact is still lacking. A measurement method that comprehensively evaluates technological literacy is missing. Insights into the stem structure and interaction of technological literacy dimensions could be useful for technology education curriculum design and its implementation. In this study, the multifaceted nature of technological literacy was measured using a new assessment method, and dimensions of secondary school students’ technological literacy were empirically investigated. A total of 403 students participated in the quasi-experimental research design. The treatment group consisted of 121 students taught optional subjects relating to technology education. The control group consisted of 282 students. Results from variance analysis showed that optional technology subjects enhance technological literacy, especially students’ technological capacity where a large effect size (η2 = 0.14) was noted. Results from a path analysis revealed critical thinking and decision-making as the most important dimensions of technological literacy while the predictor of active participation in out-of-school technical activities and technology homework was a key independent influencing factor. A large effect size (R2 = 0.4) for career path orientation predictors was detected. Technological capacity was revealed as a decisive predictor for a career path in vocational education and technical high school. [ABSTRACT FROM AUTHOR]

The historical development of food education in secondary schools in New South Wales Australia is a compelling yet under-researched area of interest. This review starts by exploring how food curricula have evolved since the 1700s to the present day juxtaposed on socio-economic and political factors. This review is interested in the role secondary food education may play in ‘supplying’ people into professional studies towards a career as a food technologist. Accordingly this review compares contemporary secondary food curriculum with related curricula in the higher education sector and establishes a marked dissonance between the two. The implications of this are then put forward. The drive to empower students to be enterprising and innovative twenty first century problem solvers in relation to food design through the interdisciplinary nature of food science is discussed, despite the uncertainty as to what degree Food Technology in schools is currently promoting these life-long and life-wide abilities in students. The authors suggest the lack of a theoretical underpinning may be holding the subject back from becoming a robust discipline. For this reason this review puts forward a conceptual framework for the study of food. The following review is relevant to secondary and higher education food education stakeholders (teachers, academics, curriculum developers, professional food industry) and higher education providers nationally and internationally, as the way in which food education is presented in secondary schooling is not contained to the Australian context alone. [ABSTRACT FROM AUTHOR]

In England, food technology is part of the curriculum for design and technology but the purpose of food technology education is not clear. Over the years, food on the school curriculum has generally been seen as a practical, learning to cook, activity initially for girls to prepare them for domestic employment or housewifery. As society has developed many aspects of design and technology teaching have also developed, to include teaching about new materials, new equipment and new processes but we argue that food technology has developed less slowly than other areas of design and technology. We question whether the current food technology curriculum provides an appropriate education for pupils in the twenty-first century. The research involved interviews with stakeholders to develop a conceptual framework for a modern food curriculum. School schemes of work and examination specifications were then analysed against this conceptual framework, and teachers and pupils were surveyed about their experiences of teaching and learning in food technology. The findings indicate that the main purpose of food technology on the school curriculum is still linked to developing pupils' practical food-making skills as a 'life skill', although one which is now available to boys and girls. We suggest that food technology education should serve a different and more sophisticated purpose in the twenty-first century; it could help pupils to develop their understanding of the underlying scientific principles, broaden their general knowledge of food-related issues and better prepare them for citizenship and employment. [ABSTRACT FROM AUTHOR]

In 2009 the Finnish Ministry of Education and Culture assigned the National Board of Education with the task of carrying out a nationwide evaluation of all seven cross-curricular themes. The evaluation is one of the largest education evaluation projects the National Board of Finland has ever organised. The present authors were invited to evaluate the theme 'Human Being and Technology'. Data were collected during fall 2010 with ninth-grade pupils (the last grade in Basic School) around Finland answering the questionnaires. The questionnaire was completed by 1,181 (both Finnish and Swedish speaking) grade-nine pupils. The main focuses of the study are: (1) pupils' knowledge about technology, (2) pupils' attitudes towards technology, and (3) pupils' activity know-how of technology. It seems that the development of technological ideas has not been implemented at all in HBT cross-curricular teaching, even though this particular section of the cross-curricular theme could have introduced something new and concrete that would steer pupils towards innovativeness and creativity. Paying more attention to this aim would better link visual art and craft education to this cross-curricular theme, particularly since it is only in visual arts and craft studies that learning of innovation processes is given as one of the learning objectives. It is particularly the contents of craft education that refer to the learning of a technological innovation process. The attitudes of youth towards technology and the development of technology were in line with the objectives of the national framework curriculum, yet the wide-ranging utilization and application of technology, let alone the further development of technology, has not been made possible, neither in this particular cross-curricular theme nor in school routines. A positive observation, however, was that the majority of young people understood the connection between technology and manual skills. [ABSTRACT FROM AUTHOR]