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- Buckley, Jeffrey, 1992-, et al.
(författare)
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An assessment of the transparency of contemporary technology education research employing interview-based methodologies
- 2021
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Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- A high level of transparency in reported research is critical for several reasons, such as ensuring an acceptable level of trustworthiness and enabling replication. Transparency in qualitative research permits the identification of specific circumstances which are associated with findings and observations. Thus, transparency is important for the repeatability of original studies and for explorations of the transferability of original findings. There has been no investigation into levels of transparency in reported technology education research to date. With a position that increasing transparency would be beneficial, this article presents an analysis of levels of transparency in contemporary technology education research studies which employed interviews within their methodologies, and which were published within the International Journal of Technology and Design Education and Design and Technology Education: An International Journal (n = 38). The results indicate room for improvement, especially in terms of documenting researcher positionality, determinations of data saturation, and how power imbalances were managed. A discussion is presented on why it is important to improve levels of transparency in reported studies, and a guide on areas to make transparent is presented for qualitative and quantitative research.
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| 2. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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Framing the constructive alignment of design within technology subjects in general education
- 2020
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.
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| 4. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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A comparison of swedish and Irish secondary students conceptions of engineers and engineering using the draw-an-engineer test
- 2019
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Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings. - : American Society for Engineering Education.
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Konferensbidrag (refereegranskat)abstract
- Women are significantly underrepresented in engineering and engineering related disciplines. One area where this is clearly illustrated is in the percentage of females enrolled in higher education engineering courses. The 2016 data on enrolment by field from the Organization for Economic Co-operation and Development (OECD) shows that the maximum percentage of female enrolment in “engineering and engineering trades” education at Bachelors, Masters, and Doctoral level in OECD countries is 28.33% in Sweden. As this form of education is likely to lead to a career in an engineering related field, there is a clear need to understand the factors which influence female students' decisions to enroll in higher education engineering courses. There are many influences on students' choices to pursue specific career paths. For example, how students conceive a particular discipline or career will influence this decision, as what they believe it to involve will likely affect their interest in engaging with it. In engineering, students often have misconceptions regarding what it means to be an engineer and the Draw-an-Engineer Test (DAET) has frequently been used to investigate these misconceptions. Studies using DAET have found that young students typically conceive engineers to be male, with the majority of male students typically representing engineers as male, but, with female students drawing more frequent but still relatively small proportions of female engineers. However, at least with the original “Draw a” instrument, the Draw-a-Scientist Test (DAST), children's drawings of scientists have been found to be becoming more gender diverse over time. In this study, the DAET is used in a comparative study between Sweden and Ireland. These countries were selected as according to the 2016 OECD data on higher education enrolment, Sweden has the highest representation of female engagement with engineering in higher level education (28.33%), while Ireland has one of the lowest (14.13%). The study cohort (ntotal = 513; nIreland = 302; nSweden = 211) in the context of both countries includes students who are approximately 15 years old. This age is of cultural significance in both countries as students are at a juncture in second level education where they must make a choice on what they will study at upper secondary level, which will consequently have an impact on their decision on what to study should they choose to progress to higher level education. Results are presented in relation to participants engineering stereotypes in terms of gender and the nature of engineering activities, and also in terms of their level of interest in engineering. Importantly, the results indicate that in order to understanding engineering stereotypes and young people's interest in becoming an engineer, the complex relationship between a student's gender, cultural context, and conception of engineering must be considered.
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| 5. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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A heuristic framework of spatial ability : A review and synthesis of spatial factor literature to support its translation into STEM education
- 2018
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Ingår i: Educational psychology review. - : Springer. - 1040-726X .- 1573-336X. ; 30:3, s. 947-972
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Tidskriftsartikel (refereegranskat)abstract
- An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.
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| 6. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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A Review of the Valid Methodological Use of Adaptive Comparative Judgment in Technology Education Research
- 2022
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Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
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Forskningsöversikt (refereegranskat)abstract
- There is a continuing rise in studies examining the impact that adaptive comparative judgment (ACJ) can have on practice in technology education. This appears to stem from ACJ being seen to offer a solution to the difficulties faced in the assessment of designerly activity which is prominent in contemporary technology education internationally. Central research questions to date have focused on whether ACJ was feasible, reliable, and offered broad educational merit. With exploratory evidence indicating this to be the case, there is now a need to progress this research agenda in a more systematic fashion. To support this, a critical review of how ACJ has been used and studied in prior work was conducted. The findings are presented thematically and suggest the existence of internal validity threats in prior research, the need for a theoretical framework and the consideration of falsifiability, and the need to justify and make transparent methodological and analytical procedures. Research questions now of pertinent importance are presented, and it is envisioned that the observations made through this review will support the design of future inquiry.
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| 8. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education
- 2020
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Ingår i: Irish Educational Studies. - : Routledge. - 0332-3315 .- 1747-4965.
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Tidskriftsartikel (refereegranskat)abstract
- The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a first year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e. the amount of work done, can significantly predict performance (R2 =.333, p <.001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (ϕ =.082, p <.01) and that there was need to use varying criteria in the assessment of design outputs.
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