Technology Education Research Group (TERG)https://research.thea.ie/handle/20.500.12065/25192024-03-29T07:17:33Z2024-03-29T07:17:33ZAn evaluative review of barriers to critical thinking in educational and real-world settingsDwyer, Christopherhttps://research.thea.ie/handle/20.500.12065/46912023-12-01T03:01:05Z2023-05-31T00:00:00ZAn evaluative review of barriers to critical thinking in educational and real-world settings
Dwyer, Christopher
A review of the research shows that critical thinking is a more inclusive construct than
intelligence, going beyond what general cognitive ability can account for. For instance, critical
thinking can more completely account for many everyday outcomes, such as how thinkers reject false
conspiracy theories, paranormal and pseudoscientific claims, psychological misconceptions, and other
unsubstantiated claims. Deficiencies in the components of critical thinking (in specific reasoning skills,
dispositions, and relevant knowledge) contribute to unsubstantiated belief endorsement in ways that
go beyond what standardized intelligence tests test. Specifically, people who endorse unsubstantiated
claims less tend to show better critical thinking skills, possess more relevant knowledge, and are
more disposed to think critically. They tend to be more scientifically skeptical and possess a more
rational–analytic cognitive style, while those who accept unsubstantiated claims more tend to be
more cynical and adopt a more intuitive–experiential cognitive style. These findings suggest that
for a fuller understanding of unsubstantiated beliefs, researchers and instructors should also assess
specific reasoning skills, relevant knowledge, and dispositions which go beyond what intelligence
tests test.
2023-05-31T00:00:00ZA conceptual framework for assessment of learning in technology classroom based assessmentsCanty, DonalSeery, NiallBuckley, JeffreyDunbar, Rónánhttps://research.thea.ie/handle/20.500.12065/36492022-05-20T16:34:46Z2021-04-26T00:00:00ZA conceptual framework for assessment of learning in technology classroom based assessments
Canty, Donal; Seery, Niall; Buckley, Jeffrey; Dunbar, Rónán
The technology education curriculum in Ireland has gone through significant reform with the
introduction of four new subject specifications at lower secondary school level. These new technology
subjects were implemented in September 2019 and denotes a move from prescribed content and learning
objectives syllabi to subject specifications presented in the form of learning outcomes. With the
challenges of assessment practices in technology subjects well documented this curricular change has
presented a unique opportunity to reflect on and consider how we capture and value features of
technological capability. The pedagogical freedom afforded to teachers in interpreting the subject
specifications is supported by the introduction of Classroom Based Assessments (CBAs), designed and
implemented by the teacher. Therefore, the need emerges to explicate the features of quality necessary
to mediate the teaching and learning agenda. This paper presents a framework, that is intended to guide
teachers in formulating judgments in relation to levels of learner capability. As pupils learn and develop
competency in the subject area, a shift occurs in terms of expectations of these capabilities. It is
important that this progression is recognisable for both formative and summative assessment processes.
Based on work in the area of reflective practice and learning, teachers’ perspectives from practice and
the goals for technology curricula, a typology is used to describe a shift from students being declarative,
to being comparative, and finally to being able to demonstrate a capacity to critique. The nature of the
assessment framework is such that it encourages the development of features of quality whilst
simultaneously placing emphasis on learners’ cognition. Descriptors and characteristics of these
dimensions are presented in the paper.
2021-04-26T00:00:00ZThe motivations and perceptions of practicing teachers undertaking technology education research: a work in progress report from an exploratory case studyDunbar, RónánSeery, NiallBuckley, Jeffreyhttps://research.thea.ie/handle/20.500.12065/36482022-05-20T16:34:45Z2021-04-26T00:00:00ZThe motivations and perceptions of practicing teachers undertaking technology education research: a work in progress report from an exploratory case study
Dunbar, Rónán; Seery, Niall; Buckley, Jeffrey
Technology education (TE) is a transient area of study. Few other subject areas require such levels of up-skilling similar to that of technology teachers in order for them to stay current and aligned with the developments of technology subject matter. The subject area has undergone a significant shift, from a predominantly vocational, skills or craft based area of study to one that is now concerned with key transferable skills and knowledge. Traditionally, the subject area has served as a utilitarian means of developing practical and vocational skills. More recently, technology education research has become an evolving and expanding field, exploring the intricacies of the subject area and highlighting the significance of discipline specific competences of technological capability and literacy. These research endeavours have aided in the relatively slow moving establishment of the subject area as a key contributor to the general education of national second level curricula. Looking to the future; these endeavours to research the critical trends and practices of TE need to continue, where key stakeholders of the subject area engage in undertaking or contributing towards research to further develop the subject area and the perceived values of technology education in our schools. This paper presents the early stages of a work in progress exploratory study that looks to practicing technology teachers (n=5) who are currently engaged in technology education research for their positional insights, motivations and perceptions. The aim of the study is to inform research agendas from a practice perspective that will constructively impact the provision of technology education.
2021-04-26T00:00:00ZExamining the replicability of contemporary technology education researchBuckley, JeffreyHyland, TómasSeery, Niallhttps://research.thea.ie/handle/20.500.12065/36472022-05-20T16:34:44Z2021-04-26T00:00:00ZExamining the replicability of contemporary technology education research
Buckley, Jeffrey; Hyland, Tómas; Seery, Niall
Discourse in psychological science concerning the replication crisis is growing, with typically cited indicators including scientific fraud, the use of questionable research practices and the failure of published effects to replicate. It is paramount that education researchers are aware of this crisis and adopt appropriate methodological and reporting practices so as to ensure that a merited degree of trust can be placed in published results. As discourse concerning replicability is currently scarce in technology education, this study presents a z-curve analysis of the replicability of contemporary technology research to instigate this type of consideration. Articles from volumes 27, 28 and 29 of the International Journal of Technology and Design Education were included in the analysis. Results show an increase in the replicability rate from 64% in volume 27 to 70% in volume 28 and finally 71% in volume 29 which should be considered as quite good. However, there is room for improvement to ensure confidence in technology education research, and practices to improve as a field are discussed.
2021-04-26T00:00:00Z