Relevant bibliographies by topics / Design Technology Education, Secondary Students Design Technology Education, Secondary

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Design Technology Education, Secondary Students Design Technology Education, Secondary'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Design Technology Education, Secondary Students Design Technology Education, Secondary"

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Kırkıç, Kamil Arif, and Feriha Uludağ. "STEM ATTITUDES OF STUDENTS AS PREDICTOR OF SECONDARY SCHOOL TECHNOLOGY AND DESIGN COURSE ACHIEVEMENT." Problems of Education in the 21st Century 79, no. 4 (August 10, 2021): 585–96. http://dx.doi.org/10.33225/pec/21.79.585.

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Achievement in a course mostly depends on the students' characteristics and how teachers make their courses effective for their students' learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students’ achievement as STEM attitudes. This study examines the correlation between secondary school students' STEM attitudes and their achievement in the Technology and Design Course (T & DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students' Technology and Design Course achievement and STEM attitudes. Students' attitudes to STEM predict their achievement in the Technology and Design Course by 5.1%. Students developing positive STEM attitudes can further enhance achievement in the (T&DC), which enables students to acquire the necessary design skills to produce technology in the future. Keywords: academic achievement, correlational survey, secondary school, STEM attitude, technology, and design course
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Graeske, Caroline, and Sofia Aspling Sjöberg. "VR-Technology in Teaching: Opportunities and Challenges." International Education Studies 14, no. 8 (July 27, 2021): 76. http://dx.doi.org/10.5539/ies.v14n8p76.

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Use of virtual reality (VR) to teach in upper-secondary schools has become more common during recent years. This article discusses the implementation and testing of VR to teach Swedish in upper-secondary school, a pilot study carried out during the 2020/2021. The purpose of this study is to investigate how VR can be used to teach Swedish, what possibilities and challenges arise from using VR as a learning resource. The method used was inspired by action-based research, where teachers and researchers together, in a symmetrical and complementary approach, explore and evaluate an action. Central theoretical perspectives were TPACK-competences and design principles for gamified learning. The results indicate that students’ motivation increases by possibilities to co-create, co-design and customize their own learning, where the students solve problems and consider and reflect on their own learning. Both students and teachers point out didactical potentials and explain that VR technology offers many opportunities, but cannot exist on its own. It must function in accordance with the curriculum and regulatory documents of the educational institution.
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Kim, Suyeon, Yeeun Shin, Jinsil Park, Sang-Woo Lee, and Kyungjin An. "Exploring the Potential of 3D Printing Technology in Landscape Design Process." Land 10, no. 3 (March 4, 2021): 259. http://dx.doi.org/10.3390/land10030259.

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Advances in 3D printing technology are giving rise to attempts to utilize the technology in various fields, including landscape design. However, exploring the potential of 3D printing technology has been largely neglected in the context of landscape design and education. Therefore, this study aimed to examine the implication of 3D printing technology for both education and practice in landscape design. We analyzed the literature and examined the current state of 3D printing technology. We also conducted case studies with secondary school students and landscape practitioners to assess the implementation of the technology. Secondary school students demonstrated positive responses, such as increased interest and participation and improvement of understanding, through workshops using 3D-printed models. The semi-structured interviews with landscape practitioners on the implication of the technology confirmed the limitations of 3D printing in terms of cost, delivery time, scale, and level of detail.
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Ramma, Yashwantrao, Martin Samy, and Ajit Gopee. "Creativity and innovation in science and technology." International Journal of Educational Management 29, no. 1 (January 12, 2015): 2–17. http://dx.doi.org/10.1108/ijem-05-2013-0076.

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Purpose – This paper stems from a study which was conducted as a means to first, find out whether there is a gap between the secondary and tertiary education levels, second identify any existing gap in Science and Technology education, and third, examine the impact of the above upon students’ creativity and innovativeness at university level. The paper aims to discuss these issues. Design/methodology/approach – As such, a group of teachers and students at both secondary and tertiary levels were selected as the sample of the study. Questionnaires were administered to trained secondary school teachers and to university students. Interviews were also conducted to triangulate data. These enabled an analysis of the current situation in terms of students’ engagement/creativity/innovativeness in Science and Technology at secondary and tertiary levels. Findings – The findings reveal a problematic situation arising with respect to beliefs and what truly prevails in the education sector at secondary and tertiary levels. This study has revealed a number of salient issues related to the gap existing between the secondary and tertiary levels of education in Mauritius, with special bearing on creativity and innovation in Science and Technology. Research limitations/implications – Only three institutions were involved, with a small sample of students, so that the findings cannot be generalised. Moreover, gender is a variable that has not been taken into consideration. Practical implications – The study has proposed a number of recommendations to enable Mauritian students (at secondary and tertiary levels) to develop creativity and hopefully become innovators. This leads us to believe that the recommendations emerging from this study will be beneficial to various stakeholders who wish to understand the gap existing between secondary and tertiary education in Science and Technology education. Originality/value – This study takes a case study approach adopting a mixture of interviews, surveys and observations to understand the research problems with regards to the younger generations need to be equipped with scientific and technological advances in acquiring knowledge, new sets of skills and values. Therefore, this study endeavours to document the perceptions of learners and faculty staff.
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Kumm, Skip, Elizabeth Talbott, and Kristine Jolivette. "A Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities." Journal of Special Education Technology 36, no. 3 (March 30, 2021): 141–51. http://dx.doi.org/10.1177/01626434211004450.

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Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teachers used MoBeGo, an iPad application, in a single-case withdrawal design (ABAB), to implement self-monitoring in high school general education classrooms with four students who received special education services for a high incidence disability. The results of this study indicate that teachers could implement MoBeGo with fidelity to improve students’ academic engagement and appropriate behavior. Additionally, both the teachers and students rated MoBeGo as a socially valid intervention. Implications for practice and future research are discussed.
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Rupnik, Denis, and Stanislav Avsec. "EFFECTS OF A TRANSDISCIPLINARY EDUCATIONAL APPROACH ON STUDENTS’ TECHNOLOGICAL LITERACY." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 121–41. http://dx.doi.org/10.33225/jbse/20.19.121.

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Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students’ technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students’ TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school. Keywords: technology education, transdisciplinary educational approach, real-life problems, technological literacy.
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Buranský, Ivan, Jozef Peterka, and Ivan Buranský. "On–Line Classroom for Dynamic Education." Applied Mechanics and Materials 474 (January 2014): 15–20. http://dx.doi.org/10.4028/www.scientific.net/amm.474.15.

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The article discusses the issue of on-line learning for Faculty of Materials Science and Technology in Trnava. This method of education was designed within the project KEGA: Realisation of on-line classroom for dynamic education of secondary technical school and university students focused on design and manufacturing of freeform surfaces. The main objective of this method of teaching is improving parent ́s faculty cooperation with detaches workplaces and increasing of the interest of secondary school students about studying on the college with technical orientation.
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Yahya, Norziana, Ernie Mazuin Mohd Yusof, Ruzita Hj Ahmad, and Mohd Azahani Md Taib. "Islamic Education Content Platform for Secondary School Students." Journal of Computing Research and Innovation 6, no. 3 (September 13, 2021): 102–11. http://dx.doi.org/10.24191/jcrinn.v6i3.252.

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The rapid development of information technology has affected various aspects of life including education at the school level. However, conventional teaching and learning methods are still used in secondary schools, especially for Islamic subjects. One of the ways to help students learn better in Islamic subjects is by implementing a web-based content platform in the context of Islamic education. This is a learning tool to support the teaching and learning process using various media such as educational video materials for secondary school students, because multimedia elements will make learning more interesting especially for Islamic subjects that require memorization, reading, and comprehension. Another desired goal is for teachers to be able to manage their Islamic lessons online. In developing web applications, appropriate development methodologies have been implemented using Waterfall Model as a guideline. The waterfall model has different development phases such as analysis, design, implementation, testing and finally documentation. The web-based Islamic Education Content Platform (IECP) was designed and developed using Visual Studio Code with PHP and MySQL databases. It was assessed by obtaining Expert Review (ER) through a set of questionnaires given to four experts and fifteen respondents through User Acceptance Test (UAT). The results of ER indicate that web-based IECP is suitable for use and currently need to be refined and improved. Meanwhile, the UAT results show that web-based IECP is generally accepted and believed to be beneficial, especially to secondary school students and teachers.
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Aladejana, Francisca, and Lanre Idowu. "Using a Computerised Graphics Package to Achieve a Technology-Oriented Classroom." Policy Futures in Education 7, no. 4 (January 1, 2009): 439–44. http://dx.doi.org/10.2304/pfie.2009.7.4.439.

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The present situation in Nigeria involves students of fine arts, a practical-oriented subject, being exposed to poor methods of teaching with consequent poor performances. This study examined the extent to which the use of a computerised graphics package could make the classroom technology-oriented and affect the performance of learners. This is predicated on the theoretical frameworks of constructivism and Gagne's learning theory. The research design is the pretest-posttest control group design. The research instruments are the Graphic Design Achievement Test designed from the Revised Minnesota Paper Form Board Test and CorelDraw 10. They were administered to 60 junior secondary school students selected using stratified random sampling. The results show a significant difference in the performance of students exposed to the computerised graphics package as those exposed to the computerised graphics package performed significantly better in graphics than those exposed to the conventional teaching methods.
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Olofsson, Anders D., Ola J. Lindberg, and Göran Fransson. "Students’ voices about information and communication technology in upper secondary schools." International Journal of Information and Learning Technology 35, no. 2 (March 5, 2018): 82–92. http://dx.doi.org/10.1108/ijilt-09-2017-0088.

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Purpose The purpose of this paper is to explore upper secondary school students’ voices on how information and communication technology (ICT) could structure and support their everyday activities and time at school. Design/methodology/approach In all, 11 group interviews were conducted with a total of 46 students from three upper secondary schools. NVivo PRO 11 was used for a qualitative content analysis. Findings The results show that ICT plays a central role in the students’ schooling, not in terms of “state-of-the-art” technology, but rather as “state-of-the-actual”, by for example supporting the writing process and for peer support, digital documentation and storage. Research limitations/implications A relatively small number of students in three schools and three specific programmes make generalisations difficult. Practical implications Students’ perspectives on the “state-of-the-actual” could influence teachers’ use of ICT in education, their professional development activities and the development of an in-school ICT infrastructure. Social implications The study could lead to a better understanding of students’ expectations and use of ICT at school and in everyday life. Originality/value The originality of this paper is the focus on students’ voices about how the basic use and functionality of ICT could structure and support their everyday activities at school.
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Dissertations / Theses on the topic "Design Technology Education, Secondary Students Design Technology Education, Secondary"

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Siu, Kin-wai Michael. "A study of pupil's rationale for the selection of topics in the project section of the HKCEE design and technology /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834149.

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Wheatley, Diana M. "Virtual high schools and instructional design strategies to reduce transactional distance and increase student engagement| A Delphi study." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10168359.

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In the last 20 years online virtual high school has become a viable alternative to traditional high school. The dropout rate for online programs rivals that of brick and mortar high schools. Among the reasons students drop out of online virtual high school programs is the experience of isolation from teachers and peers. Moore (1972, 2013) described this sense of isolation as transactional distance and created a theory of how this phenomenon can be countered to promote academic success. Transactional Distance Theory stated that the sense of isolation could be reduced by carefully balancing interaction between student and teacher, student and student, student and course content, course structure and student autonomy. The research question was whether or not a group of experts would reach consensus on which instructional design strategies could reduce transactional distance and increase student engagement for virtual high school students. An exhaustive literature review found that very little is written about this topic. However, the literature does provide information about transactional distance theory, instructional design strategies, the characteristics of high school students, and the role administrators and policy makers can play in supporting these instructional design strategies. A three round Delphi study was conducted with a nationwide panel of instructional design experts with online virtual high school experience via an Internet based research software. The results of the research study indicated that there are a number of instructional design strategies that could be used to for this purpose. This research study led to the creation guidelines that could be used with a variety of instructional design models. Ultimately these guidelines could become an instructional design model.

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張廣保 and Kwong-po Paul Cheung. "Critical success factors in using e-learning to enhance design & technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2961465X.

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Sharick, Sara. "Case Study on How High School Teachers Incorporate Technology in the Classroom to Meet 21st Century Student Learning Needs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2887.

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Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century learning skills requirements. This qualitative case study used Bandura's social cognitive theory and the Partnership for 21st Century Learning Framework. The purposeful sample included 6 participants teaching in Grades 9-12. Data were gathered using a selection survey, interviews, and course documents. The data analysis included the organization of participant responses and development of 6 primary themes. The results indicated that a high level of technology self-efficacy drove these teachers' integration of technology into student-centered activities that built 21st century learning skills. The results also showed a lack of effective professional development provided to teachers that focused on incorporating technology into the curriculum. These findings are significant for educators to understand how to meet the learning needs of their students. Implications for positive change include providing educators with knowledge and understanding of the importance to design professional development opportunities for teachers that not only teach how to use the technologies available to them but to also teach how to effectively incorporate that technology into the learning process.
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Ahmed, Ishtiaq. "Mathematics Education from a Non-Visual and Disability Studies Perspective: Experiences of Students, Families, and Educators." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699490689104.

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Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.

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Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
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Cotner, Craig. "A Propensity Score Analysis of the Academic Achievement Effect of Increasing in a Blended Learning Environment the Student's Time in the Brick and Mortar Facility." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1600176689758776.

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Alvero, Aaron J. "Efficacy and Implementation of Automated Essay Scoring Software in Instruction of Literacies to High Level ELLs." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2569.

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This thesis explored the integration of automated essay scoring (AES) software into the writing curriculum for high level ESOL students (levels 3, 4, and 5 on a 1-5 scale) at a high school in Miami, Fl. Issues for Haitian Creole speaking students were also explored. The Spanish and Haitian Creole speaking students were given the option to write notes, outlines, and planning sheets in their L1. After using AES in the middle of the writing process as a revision assistant tool, 24 students responded to a Likert Scale questionnaire. The students responded positively to the AES based on the results of the Likert scale questionnaire: 71% responded “agree” and “strongly agree” to the question “Other students would benefit from using writing software before handing in a final draft.” Also, the majority reported that they valued teacher feedback. None of the students chose to use their L1 to write notes/outlines.
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Trebell, Donna. "A study of designerly activity in secondary design and technology." Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/6089/.

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The purpose of the study reported here was to research designerly activity in secondary design and technology as pupils aged 14 designed but did not make products for the future. Four research questions drove this study: (a) What are the features of the classroom interactions that support pupil's design activity? (b) What sort of designing do pupils do when they design without having to make what they have designed? (c) What is the teachers' attitude to design-without-make? (d) What is the pupils' attitude to design-without-make? This study is presented in four parts. The first part provides a theoretical positioning by reviewing literature in the following fields: - theories of learning which promote the idea that understanding is constructed socially and culturally; - the nature of design activity as revealed by some design professionals; - the nature of design activity as revealed by 'fledgling designers' (Trebell, 2007); - creativity in the context of the design and technology classroom; - literature on classroom interaction. The second part describes the research project and methodology in which (a) designerly activity in a secondary design and technology classroom is captured using video data, (b) the work of pupils carrying out the design-without-make unit is scrutinised and (c) the views of the teacher and four of the pupils are obtained through the use of semi-structured interviews. In the third part of the thesis data is presented, analysed and discussed using an analytical framework drawn from the relevant literature (Bar lex, 2005; Corden 2001; Coultas, 2007; Hamilton, 2003; John-Steiner 2000; Kumpulainen & Wray 2002; Schaffer, 1996; Schon 1983: 78; Tharp & Gallimore, 1988; Wegeriff & Mercer 2000) supplemented by emergent categories from the data leading to the identification of the following: - the range and categories of designing pupils engage in when they design without having to make what they have designed; - the features of the classroom interactions that support pupils' design activity; - the teachers' attitude to design-without-make; - the pupils' attitude is to design-without-make The final section comprises the conclusion together with suggestions for further research to build on and extend the findings of the thesis. Findings indicate that the pupils designing in this context was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. The features of the classroom interactions that support pupil's design activity are many and varied. A number of the features have emerged as themes from the literature and have been tested during this study in order to identify their significance in the development of pupil's designerly activity. These consist of: a) Design decisions - Bar lex, (2005); b) Learning conversations drawn from literature on constructive dialogue - (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) and c) Scaffolding and Mediation - (Schaffer, 1996; Tharp and Gallimore, 1988). It has also been possible to identify a number of emergent categories from the data namely: teacher gesticulation, the use of visual stimulus such as laminates; the use of visual stimulus such as film; interactions related to managing pupils' poor behaviour; making use of existing products; making graphics equipment available; showing examples of pupils design work; pupil gesticulation and the teacher exemplifying the generation and development of design ideas. In addition findings show that pupils and their teacher valued the experience gained through undertaking a design without make assignment.
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Ho, Chi-keung Christopher. "An evaluation of the design and technology curriculum for secondary I-III for curriculum reform." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.

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Books on the topic "Design Technology Education, Secondary Students Design Technology Education, Secondary"

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Lomakina, Tat'yana, and Nina Vasil'chenko. Modern technology of teaching a foreign language: design and experience. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111366.

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The monograph deals with the theoretical and practical issues of pedagogical design of the technology of teaching a foreign language in the system of secondary vocational education. Presents an analysis of key concepts "instructional design" and "technology of education" that is meaningful and reveals the basic principles of the system, activity-based and student-centered approaches to the design of learning technologies to address new opportunities and the status of the str system in the modern socio-economic conditions. The author has developed a method of selection of the content of learning English language, based on the modular structure of the course, taking into account international experience in building the content of language education for professional purposes, the requirements of the educational-methodical complex of teaching business English and core competencies stipulated by the Council of Europe, as well as the requirements of the labour market and the needs of employers standardisert, intensificarea language training specialist of middle management by reflection of the status and trends of professional activities in various fields. For use in the system of professional development of teachers of secondary vocational education, additional education and the system of corporate training.
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Holdsworth, Ian. A student's guide to health and safety in the design and technology workshop. London: Engineering Council, 1996.

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Bartashevich, Aleksandr. Furniture and joinery design. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083295.

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The textbook discusses the types, classification of furniture, joinery and requirements for them; the methodology and process of furniture design, its organizational forms; the basics of design design: functional, ergonomic, technological, composite; General technical conditions for furniture, fittings, joinery, etc. Types of product quality control are described. The basics of automating the design of Cabinet furniture are described. For students of institutions that implement educational programs of secondary vocational education in the specialty "woodworking technology".
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Sergeeva, Valentina. Design of innovative technologies and modeling in the educational process of the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1085370.

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Textbook designed to assist teachers of higher and secondary professional educational institutions. Revealed the foundations of innovative development of pedagogical education, the peculiarities of the project-organizational functions of the academic staff of the University, presented the specifics of the model design and technology innovative research activities in the educational process. It will be useful to undergraduates, graduate students, assistants, teachers and lecturers in the implementation of project and research activities with students.
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Ryzhikov, Sergey. Course work in professional educational institutions SPO. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967870.

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In the educational-methodical manual describes the technology of coursework, practical recommendations for their design and protection. Meets the requirements of Federal state educational standards of secondary professional education of the last generation. Aimed at students and teachers of professional educational organizations. Designed for institutions of secondary professional education, conducting training for UGS 38.02.00 "Economics and management": 38.02.01 specialties "Economics and accounting (on branches)", 38.02.02 "Insurance business (on branches)", 38.02.03 "Operating activities in logistics", 38.02.04 "Commerce (on branches)", 38.02.06 "Finance", 38.02.07 "Banking"; by UGS 43.02.00 "Service and tourism": 43.02.10 specialties "Tourism", 43.02.11 "Hotel service"; by UGS 46.02.00 "History and archaeology": 46.02.01 a speciality "Documentary maintenance of management and archival studies".
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National Council for Curriculum and Assessment., ed. Vocational education: Technology. Dublin: Stationery Office, 2000.

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Science, Department of Education and. Vocational education: Craft & design. Dublin: Stationery Office, 2000.

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Brian, Russell, ed. GCSE design & technology: Product design : Revision guide. Carnforth: Letts and Lonsdale, 2009.

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Design & make assignments. London: Collins Educational, 1995.

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Essentials: GCSE design & technology : Textiles technology : revision guide. London: Lonsdale, 2009.

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Book chapters on the topic "Design Technology Education, Secondary Students Design Technology Education, Secondary"

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Atkinson, Stephanie. "Using and producing design and technology education research." In Learning to Teach Design and Technology in the Secondary School, 329–46. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, [2021] | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429321191-20.

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McGeown, Kieran. "Secondary Pupils’ Perceptions of Their Experiences of Practical Work in Technology and Design." In Contemporary Issues in Technology Education, 57–70. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3010-0_5.

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Keirl, Steve. "The role of critiquing in design and technology education." In Learning to Teach Design and Technology in the Secondary School, 155–68. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, [2021] | Series: Learning to teach subjects in the secondary school: Routledge, 2020. http://dx.doi.org/10.4324/9780429321191-10.

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Trgalová, Jana, Mohamed El-Demerdash, Oliver Labs, and Jean-François Nicaud. "Design of Digital Resources for Promoting Creative Mathematical Thinking." In Uses of Technology in Primary and Secondary Mathematics Education, 289–300. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76575-4_15.

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Erümit, Ali Kürşat. "An Activity-based Design Case for Step-by-step Teaching of Programming to Secondary School Students." In Handbook of Research in Educational Communications and Technology, 753–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36119-8_35.

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Erümit, Ali Kürşat. "Correction to: An Activity-based Design Case for Step-by-step Teaching of Programming to Secondary School Students." In Handbook of Research in Educational Communications and Technology, C1. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-36119-8_42.

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Smyrnaiou, Zacharoula, Evangelia Petropoulou, Maria Margoudi, and Ioannis Kostikas. "Analysis of an Inquiry-Based Design Process for the Construction of Computer-Based Educational Tools: The Paradigm of a Secondary Development Tool Negotiating Scientific Concepts." In New Developments in Science and Technology Education, 73–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22933-1_8.

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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.

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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
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Bandlien, Bjørn-Terje. "Composing on iPad as Middle Ground Education." In Music Technology in Education, 233–56. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.108.ch9.

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In this article, I apply Biesta’s philosophical term “middle ground” as a theoretical basis for investigating music teaching where the students’ creative productions are part of their learning activities. The middle ground term illuminates how arts education depends on both incorporating the student’s desires and, at the same time, leading the student into encounters of responsibility with the material and socially-constructed world. I analyze how an educational design where secondary school students composed music with GarageBand on iPads can be characterized as middle ground education. The analysis is based on material from a microethnographic study in secondary school music lessons. From this, I discuss how middle ground education can be designed and propose the importance of students being given promotional challenges.
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Mai, Mohammed Yousef, Lilia Halim, Ruhizan Mohammed Yaseen, and T. Subahan M. Meerah. "Science, Technology, and Society (STS) Issues." In Educational Technology Use and Design for Improved Learning Opportunities, 203–12. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6102-8.ch011.

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This chapter discusses the results of a survey of secondary school students in Sana'a city regarding Science, Technology, and Society (STS) issues. Firstly, the chapter reviews the literature in order to seek for STS issues that should be infused into the science curriculum in Yemen. Secondly, it reports the results of the survey ranking Science, Technology, and Society issues. A valid and reliable questionnaire containing STS issues is administered to a sample of 418 students from 14 schools in Sana'a city. The results of the study reveal that the most salient issues that must be infused into the science curriculum are human health and disease, water supplies, air pollution, and energy shortages. Comparing the mean scores of males and female students, the results show significant differences in 5 themes. Implications for research and development in science education are discussed.
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Conference papers on the topic "Design Technology Education, Secondary Students Design Technology Education, Secondary"

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Léger, Michel, Anne-Marie Laroche, and Diane Pruneau. "EXPLORING THE USE OF DESIGN THINKING AS A STRATEGY FOR ENVIRONMENTAL PROBLEM-SOLVING IN POST-SECONDARY CIVIL ENGINEERING STUDENTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0329.

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Bahari, Aireen. "DEVELOPING MALAYSIAN SECONDARY SCHOOL STUDENTS’ ARGUMENTATIVE ESSAY WRITING THROUGH THE USE OF MOBILE ASSISTED LANGUAGE LEARNING: A DESIGN-BASED RESEARCH APPROACH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1545.

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Marsh, Harry, Robert Dominy, David Gregory-Smith, and Li He. "Integrated Gas Turbine Technology Education at Durham University." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-192.

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Gas turbine technology is a major component in the teaching and research programmes at Durham University. In 1993, the change from the three-year degree course to the four-year Master of Engineering course provided an opportunity to strengthen the teaching of turbomachinery through closer integration of lectures, laboratory work, design, investigative project work and the use of computers for flow prediction. The undergraduate projects link with research in turbomachinery aerodynamics, secondary flows, and unsteady flows. The integrated approach provides graduates with a broad based education and a good understanding of turbomachinery. Wider aspects include the placement of students for a year of industrial training with a European turbine manufacturer and the organisation of an two-week course for industry on turbine technology. An unusual feature of the Durham approach is the development of turbomachinery based projects to introduce the challenge of engineering into schools and colleges.
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Vezzoli, Yvonne, and Valentina Pagani. "“I see students’ digital practices as an extreme impoverishment”: The Non-Use of the Competences Framework and Stigmatisation of Technology of Italian Secondary School Teachers." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8190.

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The research aims to explore empirically the competences-based teaching and assessment practices of 19 Italian secondary school teachers through a focus group methodology. The meeting was the starting point for a professional training course on inclusive learning design using multimodal digital environments, i.e. social network sites and the Web 2.0. Results show that the competences-based framework adopted at an institutional level more than one decade ago did not impact the knowledge-based teaching and “intuitive” assessment practices of participants. These conclusions advance the understanding of the weak relationship between educational policies and teaching practices in the Italian context. Furthermore, interesting limits toward pedagogical and digital innovation in secondary school emerged. In particular, the learning practices of young people in social network sites and Web 2.0 were identified as the most influencing factor on the perceived detachment between participants and their students. As a consequence, teachers stigmatised these technologies, revealing marked tensions while introducing ITC and innovative digital pedagogies based on new forms of learning.
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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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"Updating PowerPoint for the new Business Classroom." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4268.

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Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.
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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
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Chen, Min, Yuge Yuan, Jian Xu, Wei Zhao, and Di Wu. "Design and Implementation of ILES for Primary and Secondary Students." In 2017 International Symposium on Educational Technology (ISET). IEEE, 2017. http://dx.doi.org/10.1109/iset.2017.32.

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Bartus, Greg A., and Frank T. Fisher. "Barriers and Opportunities to the Acquisition of Systems Thinking Skills for K-12 Teachers." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67146.

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Conceptual and pedagogical barriers in post-secondary education inhibit student preparedness in system thinking skills (STS) critical for success in the workplace. To improve instruction in systems and sustainable engineering skills at the undergraduate level it is instructive to look at STS barriers and opportunities K-12 teacher’s face when they take part in a systems engineering (SE) project. This case study presents our approach to instructing K-12 educators about systems engineering through the design of a wind farm. Demographics of the 35 participants in this NSF-sponsored program who are all grades 3–8 classroom teachers include that they are 66% elementary level teachers, mostly female (80%), with an average of 10 years’ experience. Assessment of the project included a pre- and post-assessment of engineering and SE concepts, student reflections, customer feedback and an Accreditation Board for Engineering and Technology (ABET) driven rubric. Results include that K-12 teachers exhibit strong interpersonal skills but were challenged by technical skills more common to the university level. Vertical collaborations between K-12 and post-secondary is a suggested approach to address barriers at both levels.
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Liao, Gene Y., Chih-Ping Yeh, and James O. Sawyer. "Multidiscipline Learning Materials for Hybrid Electric Vehicle Technology." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41045.

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World competition and stringent United States fuel economy goals and emission regulations for the 21st Century vehicle have pressured the automotive industry to design and evaluate advanced automobiles at an accelerated rate. The industry consensus is that the Hybrid Electric Vehicle (HEV) is the currently available technology for increasing propulsion system efficiency and decreasing pollutant emissions. However, HEVs operate much differently than conventional vehicles. Therefore, existing design techniques and guidelines developed for conventional powertrains do not apply well to hybrid vehicles. There is a need for training automotive technicians and engineers as well as educating students in this new and emergent technology of HEV. This paper describes a funded project whose goal is to fill this need by developing multidiscipline learning materials for HEV technology. This project targets engineering/engineering technology students in 4-year universities, automotive technology students in community colleges, automotive engineers and technicians in industries, and technology teachers in secondary schools.
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