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- Buckley, Jeffrey, 1992-, et al.
(författare)
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Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities
- 2017
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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 activities typically involve and culminate in the creation of models representative of new ideas and conceptions. The format is often dictated by the specific discipline, with ideas in design and technology education regularly being externalised through the use of computer aided design (CAD). This paper focusses on the realisation stage of a design process, specifically when conceptual ideas are being externalised through CAD. Acknowledging students as novices or quasi-experts with regards to their levels of technical expertise and recognising the limitations in the cognitive capacities of humans suggests merit in investigating problem solving strategies through the lens of heuristics. A comparative study was employed between two distinct CAD systems to examine students modelling behaviour. Considering the situational context of the problems encountered and the bounded rationality which the students are operating within, a number of insights are generated from the findings which are of importance from a pedagogical perspective within design and technology education.
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- Buckley, Jeffrey, 1992-, et al.
(författare)
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Spatial cognition in engineering education: Developing a spatial ability framework to support the translation of theory into practice
- 2017
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis Group. - 0304-3797 .- 1469-5898.
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Tidskriftsartikel (refereegranskat)abstract
- A substantial degree of empirical evidence has illustrated the correlation between spatial skills and performance in engineering education. This evidence has been foundational in the construction of educational interventions which have resulted in both increased levels of spatial ability and increased educational performance and retention. However, the cognitive faculty of spatial cognition is widely recognised as multifactorial and a number of factors exist within this domain which have not been examined as potential influences on educational success. A number of factors have been identified within the pertinent literature which do not appear in any formal framework of spatial cognition. This paper presents a review and synthesis of this work with the amalgam presented as a model to support the further integration of spatial ability into engineering educational practices.
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- Canty, Donal, et al.
(författare)
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Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment
- 2017
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Ingår i: PATT34. - Philadelphia, Pennsylvania, USA.
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Konferensbidrag (refereegranskat)abstract
- Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct and meaningful feedback in a way that is a pedagogical feed-forward. Implementations and interpretations of assessment for learning have begun to push the boundaries of educational transactions to actively include the learner in the process of assessment (Black & Wiliam, 1998; Orsmond, Merry, & Reiling, 2000; Sadler, 2009; Yorke, 2003). Critically, assessment ‘as’ learning encourages self and peer appraisal as a self-regulatory act.With design and technology education requiring a disposition of enquiry and critique it is critically important that appraisal as a self-regulatory act is developed as a central element of practice. Recognising the impact assessment has on shaping the learning experience (Orsmond et al., 2000), the role and position of the student in assessment activities becomes increasingly important when the outcomes of learning are value laden. The goal is to lead students away from uncritical indoctrination in the technology education discipline to a space where they can conceive and imagine the subject for what it should be. This study looks at how assessment practise can be augmented to support ITTE (Initial Technology Teacher Education) students in developing a disposition appropriate to the goals of technology education.This study utilised the Adaptive Comparative Judgment (ACJ) method of assessment (Kimbell, 2008) as the medium for the integration of peer assessment in a Technology based ITTE programme. Students (n= 136) presented their own conception of capability through an e-portfolio and holistically assessed the work of their peers using non-explicit assessment criteria.This paper presents the findings from a study that implemented a student-centred approach to assessment in design and technology education. Both qualitative and quantitative methods were employed to evaluate the impact of the initiative on student behaviour, values and capability. Results present student reactions to holistic peer assessment and examine the impact that the integration of the assessment method had on student learning.
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- Doyle, Andrew, et al.
(författare)
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Agendas, influences, and capability: Perspectives on practice in design and technology education
- 2017
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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
- A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers’ perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers’ (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers’ perceptions, forming a greater understanding of what influences practice in the discipline.
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- Doyle, Andrew, 1992-, et al.
(författare)
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Professional Continuity: Investigating the Alignment of Technology Teachers’ Internal Capability Constructs
- 2017
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Ingår i: In <em>Proceedings of the Pupils Attitudes Towards Technology (PATT-34) Conference: Technology & Engineering Education - Fostering the Creativity of Youth Around the Globe</em>. 10-14<sup>th</sup> July, Philadelphia, Pennsylvania, USA..
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Konferensbidrag (refereegranskat)abstract
- In contemporary education, teachers’ epistemological beliefs governing what and how to teach are important due to their influence on practice, pedagogy, assessment, and the learner. Teachers’ beliefs are perhaps of more significance in technology education as defining clear subject boundaries regarding ‘what to teach’ has traditionally proven difficult. Despite this, there are recognisable practices, processes and outputs that are considered of value to the learner. This research sets out to explore the level of professional continuity among educators regarding such outputs in technology education.Initial data collection involved the generation of authentic evidence in response to an open design task. Participants were sought from five schools across Ireland. The cohort consisted of first- and second-year technology education pupils (n=64) in post-primary education. Following this, technology teachers (n=27) were engaged in the holistic assessment of pupil work utilising the Adaptive Comparative Judgment (ACJ) method. The ACJ method relies on a series of binary judgments between two pieces of evidence, effectively producing a rank order of evidence.In alignment with previous studies utilising the ACJ method, teachers generated very high levels of reliability when tasked with the adjudication of pupil work, despite the lack of assessment criteria. This suggests an implicit understanding of capability among teachers, irrespective of variables such as culture, context or curricula. Interestingly however, not all teachers engaged in judgements agreed consensually. Taking cognisance of this, an analysis of constructs of capability highlighted five criteria that governed teachers’ adjudication on portfolios. The significance of these criteria and the continuity between teachers’ constructs of capability is discussed.
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