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Design criticism and eye movement strategy in reading: a comparative study of design and non-design students Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-04-23 Yongchun Mao, Shuo Ban, Guolin Zhang
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The pecking order: a Bourdieusian look at authority in virtual peer crits Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-04-23 Mohamed Yassin, Yasser Mansour, Ahmed El Antably
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Correlation analysis between sub-element of technological thinking disposition and computational thinking of gifted students in South Korea Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-04-18 Yong-Woon Choi, In-gyu Go, Yeong-Jae Gil
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A multimodal study of augmented reality in the architectural design studio Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-04-18 Alejandro Veliz Reyes
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Empowering teachers’ professional development with e-textiles supported educational STEAM projects Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-04-18 Mustafa Sat, Kursat Cagiltay
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The effect of a STEM integrated curriculum on design thinking dispositions in middle school students Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-04-13 Dina Thomason, Pei-Ling Hsu
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“Documentation is now so ingrained in me”: how students interpret and value documentation in creative learning domains Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-03-23 Yinmiao Li, Xiaoyang Zhou, Daragh Byrne, Marti Louw
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The impact of STEM curriculum on students’ engineering design abilities and attitudes toward STEM Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-03-18
Abstract While it has been recognized that science, technology, engineering, and mathematics (STEM) education requires an interdisciplinary approach, integrating multiple subjects in a meaningful way remains challenging for teachers. This study aimed to design a STEM curriculum, emphasizing explicit and continuous scaffolding of students’ reflection on scientific and engineering knowledge. The primary
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Kindergarten Teachers’ Perceptions of AI Literacy Education for Young Children Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-03-15 Jiahong Su
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Teaching requirements: Can a short lecture make a real difference? Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-03-15 Maria Vittoria Elena, Joshua D. Summers
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Exploring the impact of the direct experience of architecture precedents: a study of master student teams Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-03-11 Mohammadali Ashrafganjouei, Hamid Nadimi
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Changes to stakeholder engagement approaches throughout a capstone engineering design course Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-04-01 Ibrahim Mohedas, Shanna R. Daly, Robert P. Loweth, Kathleen H. Sienko
Abstract Stakeholder engagement activities are essential for guiding designers’ decision-making throughout their design processes. In capstone courses, engineering student designers practice engaging with stakeholders in preparation for their professional careers. However, understandings of (1) how engineering students engage stakeholders to inform design decisions and (2) the factors that lead students
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Online education in design disciplines: factors influencing the interactive experience of group learning Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-02-28 Lei Mao, Francisco Queiroz
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Co-making the future: crafting tomorrow with insights and perspectives from the China-U.S. young maker competition Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-02-28
Abstract This research paper investigates the intersection of the maker movement and educational innovation, using the China-U.S. Young Maker Competition as a foundational example. It examines how maker education, fueled by hands-on learning and a curiosity-driven approach, can evolve and influence. The study explores the roles and impacts of Human-Computer Interaction (HCI), Design-Driven Innovation
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Relationships among students’ hands-on making self-efficacy, incremental belief of intelligence, help-seeking attitudes, and continuance intention to participate in a STEAM contest Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-02-26 Xiaohong Liu, Dan Yang, Jon-Chao Hong, Jianjun Gu, Haining You
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Organizing metaphors for design methods Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-02-14 Anne C. Pivonka, Laura Makary, Colin M. Gray
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Realities vs expectations: children’s perception and imagination of AI Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-02-11
Abstract Based on Folk theory, Media Equation, and AI literacy research, the study constructed an interview outline and selected 72 students in 4th and 5th grade in three primary schools located in the Minhang and Putuo districts of Shanghai (two in the Minhang district and one in the Putuo district) as the study participants for focus group interviews. The study found that the availability of voice
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The roles of empathy and motivation in creativity in design thinking Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-02-01 Xinyu Li, Juanjuan Chen, Hongjie Fu
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A conceptual model for educating design thinking dispositions Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-30
Abstract Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students’
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Investigating the role of spatial thinking in children’s design ideation through an open-ended design-by-analogy challenge Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-27 Caiwei Zhu, Remke Klapwijk, Miroslava Silva-Ordaz, Jeroen Spandaw, Marc J. de Vries
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Critiquing contemporary interior design students Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-18 Jody Nyboer
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The relationship between the teacher’s approach to teaching and the student’s attitude toward technology in Croatian primary schools Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-17
Abstract This paper explores the possible relationships between students’ positive attitudes and interest toward technology and teachers’ approaches. The study was conducted with a sample of students (N = 2312) from 5 to 8th grade of primary school in Croatia. Reduced descriptions of teachers’ approaches were used as predictors of students’ positive attitudes and interest. Multiple regression was used
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A systematic literature review of student evaluation of peer exemplars and implications for design, Technology, and Engineering Learning Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-16 Scott Thorne, Nathan Mentzer, Scott Bartholomew, Greg J. Strimel
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Effect of first-semester basic design studio on architecture students’ creative skills: a pre-and post-test assessment Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-06 Gökçe Ketizmen, Başak Güçyeter
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Framing a holistic model of reasoning in the design process in technology education Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-06 Ellinor Hultmark, Susanne Engström, Annica Gullberg
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Investigating the impacts of differentiated stimulus materials in a learning by evaluating activity Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2024-01-05 Scott Bartholomew, Jessica Yauney, Nathan Mentzer, Scott Thorne
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Technical science capital in relation to how students manage within higher technical education Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-12-20 Susanne Engström, Johanna Blom
This study aims to understand how students manage higher technical education and contribute to research on institutional culture, STEM education, and students’ educational strategies by identifying patterns of how students navigate within one university’s engineering education. To achieve this, we define and use the concept of technical science capital and habitus reconstruction. We collected data
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The technological physical laboratory to achieve improvements in the quality of learning in epistemic terms Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-12-16 Jaildo Tavares Pequeno, Benjamim Fonseca, Joaquim Bernardino Oliveira Lopes
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Design(ing) fiction in the studio Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-12-06 Abdullah Tarik Celik, Ali Cankat Alan, Gizem Çelebi, Cigdem Kaya
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STEM learning labs in industry settings: a novel application in manufacturing and its influence on student career perceptions Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-11-16 William H. Walls, Greg J. Strimel, Scott R. Bartholomew, Jackson Otto, Sydney Serban
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Flexibility; a critical concern in concept development in the early stages of architectural design process (case study: universities in Tehran) Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-11-09 Mehdi Khakzand, Zohreh Rakhshani
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Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-10-24 Eva-Lena Bjursten, Tor Nilsson, Gunnar Jonsson
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Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-10-21 Andrew Doyle, Niall Seery, Lena Gumaelius, Donal Canty, Eva Hartell
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Co-designing sustainable practices for emerging technologies education Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-10-13 Marie-Monique Schaper, Rachel Charlotte Smith, Maarten van Mechelen, Mariana Aki Tamashiro, Ole Sejer Iversen
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Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-10-10 Wendy Fox-Turnbull
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Learning by Evaluating (LbE): promoting meaningful reasoning in the context of engineering design thinking using Adaptive Comparative Judgment (ACJ) Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-10-11 Nathan Mentzer, Wonki Lee, Andrew Jackson, Scott Bartholomew
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Enabling children’s genuine participation in digital design and fabrication: instructors’ perspective Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-10-04 Behnaz Norouzi, Sumita Sharma, Marianne Kinnula, Netta Iivari, Minttu Ukkola, Ivan Sanchez Milara, Gleb Bulygin, Jari uusitalo, Megumi Iwata
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Developing and evaluating the effectiveness of a pilot online course for creativity development Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-09-30 Mariia I. Dovha, Pavlo D. Antonenko, Yevhenii B. Shapovalov, Daniil S. Lytovchenko, Maksym S. Halchenko
In this study, we designed and evaluated the effectiveness of a new course aimed at developing creativity as the cornerstone of technology and design education. This 14-hour synchronous online course was offered to secondary school students in the online format by the Open Educational Laboratory by the National Center of the Junior Academy of Sciences of Ukraine. Forty-three students completed the
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Influencing factors on women in connection with engineering in New Zealand: a triad of lenses Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-09-30 Wendy H. Fox-Turnbull, Maryam Moridnejad, Paul D. Docherty, Josy Cooper
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Primary school students’ understanding of the manifestations of technology Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-09-25 Johan Lind, Eva Davidsson, Mats Lundström
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Assessing the state of technology education in primary schools: a systematic review of the last 2 decades Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-09-22 Christina Ioanna Pappa, Despoina Georgiou, Daniel Pittich
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Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-09-04 Ulrika Sultan, Cecilia Axell, Jonas Hallström
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Approaches to learning in technology education during the global pandemic: secondary teachers’ technical and technological perspectives and practice in New Zealand Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-08-17 Elizabeth Reinsfield, Andrew Doyle, Sarah Washbooke
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Course experiences that promote and inhibit human-centered design Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-08-14 Elizabeth A. Sanders, Molly H. Goldstein, Justin L. Hess
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Eight-year-olds’ naïve and acquired knowledge about computer viruses: a mixed methods study Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-08-09 Cyril Brom, Tereza Hannemann, Tereza Tetourová, Anna Drobná, Nikol Kopáňková, Kristina Volná, Kateřina Kačerovská, Filip Děchtěrenko, Pavel Ježek, Tereza Stárková
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The impact of design-based science instruction on students’ science achievement and science process skills Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-07-28 Mirac Furkan Bayar, Yasemin Taş
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Digitizing creativity evaluation in design education: a systematic literature review Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-07-28 Nandita Bhanja Chaudhuri, Debayan Dhar
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Architecture students’ attitudes toward emergency distance education and elements affecting their success in design studios: a sample from Turkey Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-07-28 Betul Bektas Ekici, Nihal Arda Akyildiz, Songul Karabatak, Muslim Alanoglu
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Students’ and teachers’ responses to use of a digital self-assessment tool to understand and identify development of twenty-first century skills when working with makerspace activities Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-07-27 Susanne Walan, Helen Brink
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What strategies do students use when they are programming a robot to follow a curved line? Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-07-14 Per Anderhag, Niklas Salomonsson, Andre Bürgers, Cesar Estay Espinola, Birgit Fahrman, Dana Seifeddine Ehdwall, Maria Sundler
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Self-determined learning in a virtual makerspace: a pathway to improving spatial reasoning for upper primary students Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-06-28 S. Fowler, JP. Kennedy, C. Cutting, F. Gabriel, S. N. Leonard
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Supporting informed engineering practices in the elementary classroom: examining teachers’ approaches to scaffolding Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-06-27 Jacob Pleasants, Kristyn Sartin
Engineering design is being increasingly included in elementary education, typically to provide students with opportunities to apply science and mathematics concepts while developing their engineering practices. An important question is how to prepare teachers who can help students develop more informed engineering practices during classroom design tasks. In this multiple case study, we examine the
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“You give a little bit more love to animals than to robots”: primary pupils’ conceptions of ‘programming’ and programmable artefacts Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-06-26 Cecilia Axell, Astrid Berg
Although digital technology is an important part of young people’s lives, previous research implies that they have a limited understanding of what programming is and its connection to the digital devices they encounter every day. In order to create conditions for meaningful teaching in and about programming in technology education, more knowledge about younger students’ pre-understanding and experiences
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Models and modelling in secondary technology and engineering education Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-06-22 Per Norström, Jonas Hallström
The common purpose of models is to provide simplified representations of other phenomena. Depending on type, they are suitable for communication, documentation, prognostication, problem solving, and more. Various types of models, such as drawings, mock-ups, flow charts, and mathematical formulae, are important tools in engineering work. An introduction to the area of technological modelling is therefore
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The influence of an engineering design-based STEM course on pre-service science teachers’ understanding of STEM disciplines and engineering design process Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-06-20 Merve Ozkizilcik, Umran Betul Cebesoy
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A deep dive into the impacts of empathy on design learning and teaching Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-06-02 Pelin Efilti, Koray Gelmez
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Development and implementation of engineering-based aircraft unit: middle school students’ engineering design process skills Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-05-31 Merve Arık, Mustafa Sami Topçu
This study examined the effects of the engineering design-based activities developed in the context of aircraft engineering on the engineering design process (EDP) skills of students. Through the notebooks that the students provided during the implementation process, their EDP skills for each engineering design phase (identification of the problem, generation of design ideas, and creation and improvement
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Lessons learned through crisis: the effect of Covid-19 on pre-service Technology Education teacher development Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-05-30 Thomas Kennedy, David Gill
The Covid-19 pandemic forced post-secondary institutions to shift their technical offerings to blended and/or remote delivery. The Pandemic was a catalyst for pre-service Technology Education programs, traditionally designed for face-to-face learning, to explore innovative pedagogical arrangements. The purpose of this study was to understand the experiences and perceptions of pre-service teachers as
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Exploring the metaphoric nature of programming teachers’ reflections on action - a case study with teaching in mind Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-05-08 Andreas Larsson, Karin Stolpe
In recent years, subject content such as programming and digital literacy has become an integral part of technology education. However, research shows that many programming teachers lack sufficient formal education to teach programming and show disparate educational and professional experiences. This study investigates how three teachers’ knowledge and beliefs about their teaching practices are enacted
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Gender disparity in STEM education: a survey research on girl participants in World Robot Olympiad Int. J. Technol. Des. Educ. (IF 2.1) Pub Date : 2023-05-06 Feng-Kuang Chiang, Zhonghua Tang, Dan Zhu, Xianqing Bao