Browsing Articles - Technology Education Research Group (TERG) by Title
Now showing items 21-26 of 26
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Parametric pedagogy: integrating parametric CAD in Irish post-primary schools.
(2011)Technology education in Irish post-primary schools is undergoing significant change. In recent years the syllabi of all technology-related subjects have been revised. A new subject, Design and Communication Graphics, ... -
Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice.
(Springer, 2019)Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the ... -
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 ... -
Spatial working memory and neural efficiency in mental rotations: an insight from pupillometry.
(ASEE, 2018-05)Spatial ability, particularly the cognitive capacity for mental rotations, is a critical component of human cognition. Proficiency with mental rotation tasks is linked with educational performance in various Science, ... -
The understated value of freehand sketching in technology education.
(American Society for Engineering Education, 2009)As education plays such a vital role in economic competitiveness, it is no surprise that the focus for many governments is to invest in educational initiatives. Innovation in pedagogy, refined curriculum and much research ... -
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. ...