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Implicit theories of intelligence in STEM education: perspectives through the lens of technology education students.
(Springer, 2019)
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 ...
Integrating assessment and design activity in engineering education: a proposed synthesis of adaptive comparative judgement and the CDIO framework
(ASEE, 2018)
One of the leading frameworks in engineering education specifically associated with design based competencies is the CDIO framework. This has been incorporated internationally into many institutions offering engineering ...
Framing the constructive alignment of design within technology subjects in general education.
(Springer, 2020-05-27)
Design is core element of general technology education internationally. While there is
a degree of contention with regards to its treatment, there is general consensus that the
inclusion of design in some form is important, ...
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 ...
An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education.
(Taylor & Francis, 2020-08)
The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within ...
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. ...
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 ...
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, ...
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 ...
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 ...