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Now showing items 1-10 of 62
Agendas, influences, and capability: perspectives on practice in design and technology education.
(Springer, 2019)
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 ...
Balancing curriculum intent with expected student responses to designerly tasks.
(Design and Technology Education: An International Journal., 2018-02)
Design activities form an extensive part of design and technology education with a link being
posited within the pertinent literature between the cognitive activity of learning and the
cognitive activity of design. It ...
Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach of identifying competence based gains relative to student ability levels.
(Springer, 2018)
Educational assessment has profound effects on the nature and depth of learning that students
engage in. Typically there are two core types discussed within the pertinent literature;
criterion and norm referenced assessment. ...
Heuristics and CAD modelling: an examination of student behaviour during problem solving episodes within CAD modelling activities.
(Springer, 2018)
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 ...
An evaluation of the assessment of graphical education at Junior Cycle in the Irish system.
(2012)
Junior Certificate Technical Graphics was introduced
in Ireland in 1991 and aimed to develop innovative
problem solving aptitudes and knowledge of plane
and descriptive geometry (NCCA 1991). Despite the
philosophy of ...
A heuristic framework of spatial ability: a review and synthesis of spatial factor literature to support its translation into STEM education.
(Springer, 2018)
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 ...
Considering the relationship between research and practice in technology education: a perspective on future research endeavours.
(Design and Technology Association, 2019-07)
Technology subjects are a relatively recent addition to the discipline offerings at postprimary level, and have a short but interesting history in terms of associated educational
research. In this paper, an overview of ...
Visualization, inductive reasoning, and memory span as components of fluid intelligence: implications for technology education.
(Elsevier, 2018)
The philosophy and epistemology of technology education are relatively unique as the subject largely focusses on acquiring task specific relevant knowledge rather than having an explicit epistemological discipline boundary. ...
The importance of supporting technological knowledge in post-primary education: a cohort study.
(Routledge, 2019)
ABSTRACT
Background: Substantial research highlights the differences between
scientific and technological knowledge. Considering that learning is
heavily focused on the acquisition of knowledge, it is important to
examine ...
Spatial cognition in engineering education: developing a spatial ability framework to support the translation of theory into practice.
(Taylor & Francis Online, 2019)
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 ...