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- Buckley, Jeffrey, 1992-, et al.
(författare)
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Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students
- 2019
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:1, s. 75-106
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Tidskriftsartikel (refereegranskat)abstract
- The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.
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- Buckley, Jeffrey, 1992-, et al.
(författare)
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The importance and usefulness of comparative judgement for educational assessment
- 2019
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Konferensbidrag (populärvet., debatt m.m.)abstract
- While comparative judgement has now been around for a number of years, it continues to be used in a variety of new ways and across multiple subjects. Jeffrey has specific experience using comparative judgement in design education which he will discuss as well as presenting other applications described in the literature. The intention of this presentation is to show both how comparative judgement works in practice for assessing students work, and also to demonstrate some of its other educational uses as well.
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- Doyle, Andrew, 1992-, et al.
(författare)
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Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice
- 2019
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Ingår i: British Educational Research Journal. - : Wiley. - 0141-1926 .- 1469-3518.
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Tidskriftsartikel (refereegranskat)abstract
- Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.
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