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Technically Speaking: Why All Americans Need to Know More About Technology
... A technological process is an activity that is interdependent on humanity and, in its widest sense, the modifying of nature according to human needs and desires and as the making and using of artefacts (Raat & de Vries, 1987; see also de Vries, 2016ade Vries, , 2016bBanks, 2006;ITEA, 2007;Pearson & Young, 2002). Many descriptions of technology include the interrelationship between society and technology and how they mutually affect one another (e.g., Dakers, 2018;Raat & de Vries, 1987). ...
... When it comes to the modes of Knowledge, Activity, and Volition, we also found them too broad, so we constructed subcategories. This meant that knowledge was expanded with procedural and conceptual knowledge (de Vries, 2016a, 2016b), activity with resources, operating/interacting, designing, and manufacturing (Mitcham, 1994;Raat & de Vries, 1987), and finally volition with ethics, intentions, and values (de Vries, 2016a(de Vries, , 2016bMitcham, 1994;Pearson & Young, 2002;Raat & de Vries, 1987;Su & Ding, 2022). The framework is visualised in Fig. 4. ...
... In the next phase of the analysis, the recognised CI were further analysed and categorised into subcategories of technology manifestation. The findings are described Fig. 4 Framework of how technology can be manifested (de Vries, 1996(de Vries, , 2016a(de Vries, , 2016bMitcham, 1994;Pearson & Young, 2002;Raat & de Vries, 1987;Su & Ding, 2022) with the starting point in the different activities. For each activity, there will first be an overall description of the number of CI related to the categorisation framework. ...
Research on students’ perceptions and understanding of technology has shown that students have a narrow view of technology: for example, technology is often manifested in students’ descriptions as artefacts or objects. This study investigates the ways in which students’ understanding of how technology is manifested expands during a series of classroom activities in technology. The study was conducted at a compulsory primary school with eight-year-old students. The data (video and audio recordings) were collected in small-group interactions and in whole-class discussions. In the interactions, the students utilised self-taken photographs to visualise their understanding and perception of technology’s manifestations: object, activity, volition, and knowledge (Mitcham in Thinking through technology. The path between engineering and philosophy, The University of Chicago Press, 1994). Based on their prior knowledge, the students perceived technology as contemporary electrical artefacts. As they engage in a technology project, they develop and expand their understanding of how technology is manifested, as well as relate different manifestations to one another. The findings indicate that students achieve a more advanced understanding of technological manifestations compared to only discussing each manifestation of technology separately.
... Many people in the educational system confuse 'technology education' with 'educational technology', whereas these two areas are distinctly different (Pearson & Young, 2002) as illustrated in Figure 1. Most educators don't know the difference because there is an uncertainty of terminology of the two concepts (Volk, 1996;Bungum, 2003;Brown & Brown, 2010). ...
... The reason is that technology education is a relatively new academic subject with roots in the industrial arts movement that began in the early 20 th century and until the 1980s was commonly referred to as industrial arts. However, it is still identified most closely with vocational education rather than general education (Pearson & Young, 2002). In this perspective, the main focus of technology education has been on promoting technological knowledge and skills rather than scientific knowledge (Foster, 1997). ...
... Industrial arts, originally called "manual training" or "manual arts" until the early 1900's, was first introduced into the United States in 1880 (Barlow, 1967;Foster, 1997;Spencer & Rogers, 2006). Industrial arts education was intended to develop the skills, including an adeptness with tools, that students would need for jobs in industry (Pearson & Young, 2002). ...
The purpose of the paper is to explore and describe the interrelationship of technology, technology education, industrial arts, and crafts/handicraft education-each of which, alone, is not an uncomplicated concept yet they creates a confusion. The objective is to understand the historical and contemporary relationship of technology education with all these fields, within the global and Finnish context, as well as discuss about the Finnish craft curriculum development, models, and the concepts of STEM and STEAM as multidisciplinary and/or transdisciplinary approach. Moreover, the aim of this article is to clarify the misconceptions about these concepts, which comes through the subject fields that lie close to it. A systematic literature review of primary and secondary resources and meta-analyses of sixty-five scholarly articles and books, dealing with the said topic as well as the focus-area, formed the basis of this qualitative desktop research. The paper concludes with the authors' 'final thoughts', perspective and the need for change.
... Qualified human resource is obtained through qualified learning process which builds students' thinking ability to overcome a problem along with the era development [5]. Curriculum 2013 that is currently implemented in Indonesia has been in line with the need of 21 st skill and industry revolution 4.0 [6]. One of 21 st century which is implemented by students is Technology and Engineering Literacy (TEL). ...
... Technological and engineering are different but related things [6]. Technology is not only a product but also a part of all processes started from designing, arranging, operating to improving. ...
... Technology is not only a product but also a part of all processes started from designing, arranging, operating to improving. Designing and testing, completing and finding a solution to produce a perfect one is an engineer's work [6]. Additionally, [5] it is mentioned that engineering is a designing or creation process, while technology is the product of the process. ...
... Günlük hayatımız mühendislerin yaptığı ürünlerle çevrili olmasına rağmen öğrenciler çoğunlukla mühendislerin ne yaptığını anlamamaktadır (Frehill, 1997). Gelişen toplumlarda mühendislik ve teknolojiye olan bağlılığın giderek artması, mühendislik ve teknoloji kavramlarını, bu kavramların fen ve matematikle ilişkisini bilen, yeni teknolojileri kullanabilen bireylerin yetiştirilmesini gerektirmektedir (Katehi, Pearson & Feder, 2009;Pearson & Young, 2002). Mühendislik, yaşamın her alanında insanoğlunun yaşam kalitesini iyi ya da kötü yönde değiştirebilme kabiliyeti ve potansiyeline sahip bir meslek alanıdır. ...
... Teknoloji okuryazarlığı teknoloji ile ilgili bilgi sahibi olmayı, yeni teknolojileri anlamayı ve kullanma becerilerine sahip olmayı içerir. Teknolojinin gelişimine paralel olarak mühendisliğin nasıl algılandığı teknoloji okuryazarlığının bir parçasıdır (Pearson & Young, 2002). İlköğretimde çocukların doğal dünyaya olan merakları üzerine inşa edilen fen eğitimi ne kadar önemli ise, onların bir şeyin nasıl çalıştığına olan merakları ve tasarım yetenekleri üzerine kurulan mühendislik eğitimi de o derece önemlidir. ...
... Mühendislik ve Teknoloji, Türkiye'de 2017 ve 2018 Fen Bilimleri Dersi Öğretim Programlarında yer alan disiplinler arası FeTeMM eğitiminin iki önemli disiplinidir. Gelişen toplumlarda mühendislik ve teknolojiye olan bağlılığın giderek artması, mühendislik ve teknoloji kavramlarını, bu kavramların fen ve matematikle ilişkisini bilen, yeni teknolojileri kullanabilen bireylerin yetiştirilmesini gerektirmektedir (Katehi vd., 2009;Pearson & Young, 2002). Dolayısı ile öğrencilerin mühendislik ve teknoloji kavramlarına ilişkin algılarının ve yanlış kavramalarının belirlenmesi ve giderilmesi önemli görülmektedir. ...
The aim of this research was to determine the engineering and technology perceptions of middle school students. Descriptive survey model was used during the research.
... Assessing pupils' technical skills is a complex endeavour for primary school teachers. Even within the subdomain of engineering, which is explored in this study, a wide variety of activities and associated skills exist (Pearson & Young, 2002). One of the overarching characteristics of engineering is that most of these activities relate to systems, e.g., constructions, pneumatic, mechanical and electrical systems, and ICT. ...
... The focus on two technical systems is another limitation. Engineering is a multi-faceted domain with specific skills (Mitcham, 1994;Pearson & Young, 2002). It is not likely that the trained teachers would be able to apply the knowledge about skill development to other types of systems or technical skills (Perkins & Salomon, 1992). ...
Pupils benefit from adaptive instruction and feedback from their teachers. A prerequisite for providing adaptive instruction is that teachers’ diagnostic ability enables them to correctly perceive their pupils’ skill level. A short course has been developed to improve primary school teachers’ diagnostic ability for engineering. Based on Nickerson’s anchoring and adjustment model, the participants became aware of the differences their own and pupils’ use of information when constructing technical systems. The Fischer scale was used as a model to understand and identify pupils’ development in using such information. The participants were given examples of pupils’ reconstructions of technical systems. They were asked to evaluate these work products in four ways: relative and absolute, combined with intuitive and explicit. The results reveal that relative and absolute diagnoses can differ considerably for the same teacher and between teachers, depending on whether they are implicit or explicit. Post-test results show that the course improved the ability to explain the differences between pupils’ use of information to construct a technical system. The course also had a strong, significant, positive impact on teachers’ self-efficacy beliefs about technology education.
... For literacy in science and technology, some explanation is required about the tools people might use, and how intelligent and thoughtful participation might occur. Table 7.1 employs a framework suggested by Pearson and Young (2002) in the context of technological literacy to set out descriptions of In a report to the Australian Government on the status and quality of school science education, Goodrum et al. (2001) argued that scientific literacy was central to quality teaching and learning. These authors offered a description of a scientifically literate person developed from a broad review of the contemporary literature, including Bybee (1997), Bybee and DeBoer (1994), Collins (1995), Fensham (1997), Jenkins (1997), Millar andOsborne (1998), the National Research Council (1996), and the OECD Program for International Student Assessment (OECD/ PISA, 1999). ...
... It seemed useful to compare and contrast it with the Goodrum et al. description of a scientifically literate person, and so describe a technologically literate person. I drew on reports from Barlex and Pitt (2000), Black and Harrison (1985, although their insightful analysis of science and technology in curriculum did not mention literacy), Jenkins (1997), Gardner, Penna, and Brass (1990), and Pearson and Young (2002) to propose the description in Column 3 of Table 7.1 . The description of technology has close relationships with engineering (National Assessment Governing Board, 2014; Tang & Williams, 2018), and literacy in mathematics in the STEM context is often reduced to skills in numeracy (EU Skills Panorama, 2015). ...
This chapter describes how effective integrated curricula with an out-of-school component encourage students to develop their STEM understanding and skills in at least three ways. First, by testing the disciplinary knowledge they have learned in real-world, authentic contexts, students come to appreciate that good understanding requires balance; that disciplinary knowledge must be complemented with interdisciplinary or integrated knowledge. Second, by investigating issues outside of the classroom, students experience a sense of the “bigger picture”, enabling them to see how what they have learned can contribute to STEM-related issues beyond their classroom. Third, when students work on issues that are important to the local community and face matters relating to social values and diversity, they have opportunities to develop their senses of social and ecojustice. Three research-based examples of integrated STEM learning are analysed in terms of the OECD dimensions of creativity and critical thinking – inquiring, imagining, doing, reflecting – to illustrate how guiding students to interact with local, place-based, or community issues can benefit not only their creativity and critical thinking, but enhance their skills of communication and collaboration.
... Due to its importance, technology has been implemented in the curricula of primary schools in many countries (Compton & Harwood, 2005;Department for Education, 2013;Kelley, 2009;Rasinen et al., 2009;Seiter, 2009;Turja et al., 2009), initially as an independent subject, but recently as one of the cornerstones of an integrated STEM (science, technology, engineering, and mathematics) approach (Honey et al., 2014). The aim of technology education in primary schools is often twofold, namely a) evoking pupils' interest in technology (including its importance for society) and b) fostering pupils' understanding (concept and principles) of basic-e.g., electrical and mechanical-technological systems (De Grip & Willems, 2003;De Vries, 2005;Pearson & Young, 2002;Williams, 2013). Although the importance of technology education is acknowledged by teachers and school boards and, consequently, incorporated in many primary education curricula, a structural embedding in educational practices is often lacking (Chandler et al., 2011;Harlen, 2008;Hartell et al., 2015;Platform Bèta Techniek, 2013). ...
... Domain analysis Technology is often characterised by the activities humans carry out to modify nature to meet their needs (Pearson & Young, 2002). Three frequently mentioned technology-related activities are crafting, troubleshooting, and designing (Jonassen, 2010). ...
This study aimed to develop and validate, based on the Evidence Centered Design approach, a generic tool to diagnose primary education pupils’ prior knowledge of technological systems in primary school classrooms. Two technological devices, namely the Buzz Wire device and the Stairs Marble Track, were selected to investigate whether theoretical underpinnings could be backed by empirical evidence. Study 1 indicated that the tool enabled pupils to demonstrate different aspects of their prior knowledge about a technological system by a wide variety of work products. Study 2 indicated that these work products could be reliably ranked from low to high functionality by technology education experts. Their rank order matched the Fischer-scale-based scoring rules, designed in cooperation with experts in skill development. The solution patterns fit the extended non-parametric Rasch model, confirming that the task can reveal differences in pupils’ prior knowledge on a one-dimensional scale. Test–retest reliability was satisfactory. Study 3 indicated that the diagnostic tool was able to capture the range of prior knowledge levels that could be expected of 10 to 12 years old pupils. It also indicated that pupils’ scores on standardised reading comprehension and mathematics test had a low predictive value for the outcomes of the diagnostic tool. Overall, the findings substantiate the claim that pupils’ prior knowledge of technological systems can be diagnosed properly with the developed tool, which may support teachers in decisions for their technology lessons about content, instruction and support.
... Minors can provide an efficient and credible way for non-engineering majors to obtain a practical and meaningful degree of technological literacy. These minors will not be intended to develop design-level engineering knowledge, but rather are based on the general competencies advocated by the National Academy of Engineering in such documents as Technically Speaking 12 and Tech Tally 13 . As an example, the Iowa State University Minor in Engineering Studies combines several courses, achieving a balance of depth and breadth that is not possible in a one-or two-course distribution requirement. ...
... As a starting point the development of the outcomes and objectives will be the broad dimensions of technological literacy as outlined in Technically Speaking 12 . The dimensions are defined as knowledge, capabilities, and ways of thinking and acting. ...
... Technological literacy has been defined as "an understanding of the nature and history of technology, a basic-hands-on capability related to technology, and an ability to think critically about technological development It is essential that ordinary citizens are able to make thoughtful decisions on issues that affect, or are affected by, technology 13 ." ...
... A review of literature and existing programs show that there is no universally accepted definition of technological literacy. However, the basic description and general learning objectives developed by the technological literacy task force in the colleges of arts and sciences states that 14 " in the broadest sense, technology is the process by which we modify nature and society using knowledge of science and engineering to create new ways to met our needs and wants 13 . Technology comprises the entire system of people and organizations, knowledge, and processes that go into creating and operating technological devices and systems 15 . ...
... "Technology is the outcome of engineering; it is rare that science translates directly into technology, just as it is not true that engineering is just applied science" 8 . Specifically, "Americans are poorly equipped to recognize, let alone ponder or address, the challenges technology poses or the problems it could solve" 7 . The relationship between understanding engineering and technological literacy is of special urgency during the high school years, since "technologically literate people should also know something about the engineering design process" 7 . ...
... Specifically, "Americans are poorly equipped to recognize, let alone ponder or address, the challenges technology poses or the problems it could solve" 7 . The relationship between understanding engineering and technological literacy is of special urgency during the high school years, since "technologically literate people should also know something about the engineering design process" 7 . ...
... The development of engineering education, particularly in the United States, has been fueled by a number of difficulties. These issues include dwindling student enthusiasm in engineering (Melsa, 2007), decreased pre-college math and science success nationally (Tran & Nathan, 2010), and a lack of technical literacy (Pearson & Young, 2002). As a result, emphasizing pre-college education becomes a different strategy to address issues with science, www.ijariie.com ...
... "The ways technology shapes human history and people shape technology [...] society shapes technology as much as technology shapes society. There is nothing inevitable about the changes influenced by technology -they are the result of human decisions and not of impersonal historical forces" [7,8]. ...
Hösten 2022 infördes en ny läroplan för den svenska grundskolan, Lgr22, som också innehåller nya kursplaner. För teknikämnet innebär denna förändring att, i jämförelse med tidigare kursplaner, kunskapsinnehåll som relaterar till teknisk förändring blir ytterligare förstärkt. Syftet med den här artikeln är att definiera vad som kan vara kunskap, begrepp och progression när det gäller teknisk förändring, baserat på min egen forskning inom teknikens didaktik och teknikhistoria. Artikeln lyfter utifrån tre didaktiska modeller fram centrala kunskapsområden, begrepp och progression relaterade till teknisk förändring och teknikhistoria som innehåll i ämnet teknik.
... In this domain, scientific literacy overlaps with technological literacy which, depending on the strict definition, spans capacities to use technology and the critical evaluation of technological impacts (see e.g., Bybee, 2000;Hodson, 2011;Pearson & Young, 2002). However, in the context of socioscientific thinking and transformative agency, these literacies seem unnecessary to separate: it is clear that it is difficult to assess technology-to say nothing of becoming a technological expert-without some scientific literacy, which roots us firmly to the goals and practices of science education (for some discussion on this issue, see e.g., Bybee, 2000;Cajas, 2001;Hodson, 2011;Snow & Dibners, 2016). ...
Various current trends in education highlight the importance of pedagogies that address societal and environmental questions while preparing and inspiring students to take action. Meanwhile, how we view the future influences how we act, and how we act influences the future. Research on young people’s images of the future has shown how technology plays a central role in how we imagine the future and the changes that shape it. This suggests a need to address the role of perceptions of future sociotechnical change and agency in students’ thinking, as it may instruct the development of action-oriented critical scientific literacy. Thus, in this study, we examine how images of the future reflect students’ perceptions of sociotechnical change. Employing abductive qualitative content analysis on 58 upper secondary school students’ essays describing “a typical day” in the future, we focused on how students’ depictions of future sociotechnical change vary along three dimensions: from static futures to radical transformation, from nonproblematic change to issues deeply relevant to societal deliberation, and various framings of who, if anyone, has agency. We found that students’ images of the future contained wide variation in the discussed range of sociotechnical change, while technology was discussed typically in nonproblematic and sometimes in more critical, problematised ways. Indications of agency were mostly vague, but students occasionally attributed agency over sociotechnical change to the general public, specialised experts and themselves. We conclude by discussing the potential implications of the results in regard to recent definitions of scientific literacy as well as future-oriented pedagogies in science education.
... They argue that knowledge related to action and knowledge of effectiveness directly predict protective behaviors, while two other types of environmental knowledge indirectly influence system knowledge. Pearson and Young (2002) argue that energy literacy has three dimensions: the cognitive or knowledge dimension, which includes understanding skills; the effectiveness dimension, which includes energy-sensitive attitudes; and the behavioral dimension, which includes intentional energy behaviors. ...
Today, one of the most crucial environmental problems is energy consumption. Excessive energy consumption has led to environmental damage such as climate change. Energy and climate change are interrelated. Energy literacy is one of the tools to achieve energy sustainability. Energy literacy can reduce energy consumption by citizens. This research aimed to a sociological analysis of energy literacy among the citizens of Mashhad. The research method is a survey in which 384 citizens of Mashhad were selected based on a multi-stage cluster sampling method and data gathered by a questionnaire. The results showed that knowledge of energy consumption and attitude and effectiveness towards energy have a significant and direct relationship with energy consumption behavior. The attitude and effectiveness towards energy have a significant and direct relationship with the knowledge of energy consumption. Estimating the goodness of fit indices and the structural and measurement coefficients confirmed the model. Teaching proper behavioral patterns in energy consumption at the family and school can effectively improve citizens' energy literacy.
... There has been considerably less research on a technological systems curriculum, compared to the philosophical, sociological and historical research presented above, but there are still some previous studies worth mentioning. In terms of curriculum efforts based on research, Pearson and Young (2002) provided an early example of an integrated systems component. Compton and Compton (2013) also developed a curriculum framework for teaching about technological systems within the New Zealand curriculum which was based on extensive research on both students and teachers. ...
Early twenty-first-century society is permeated by different kinds of technological systems. Such systems attract a great deal of research in different academic disciplines, but in education, research on technological systems as a comprehensive element in schools, tertiary institutions and universities is limited. This edited book was written by a group of scholars from a variety of educational disciplines with the majority from technology, engineering and science education, with the goal of summarizing, synthesizing and possibly expanding current research on the teaching and learning of technological systems. The aim of this final chapter is to synthesize research on the teaching and learning of technological systems as it has been presented in the book.
... Recent hands-on contests have focused on STEAM performance, functionality and the transformative organization of human knowledge (Constantinou, Hadjilouca, and Papadouris 2010;Goodwin 2013;Pearson and Young 2002). Participants in the iSTEAM contest have to find problems with the miniature performance. ...
Background: Students need to practice their hands-on skills when they are young to develop confidence for their future careers. Nowadays, iSTEAM (integrated science, technology, engineering, arts and mathematics) contests provide opportunities for participants to experience meaningful and challenging hands-on tasks that may foster learning, and to generate positive attitudes that may enhance their self-confidence in their ability to make miniature models.
Purpose: To understand the relations between mastery orientation of hands-on tasks, hands-on making interest, engagement, and self-confidence enhancement in an iSTEAM (integrated science, technology, engineering, arts and mathematics) contest.
Sample: The sample consisted of 212 junior high students including 131 males and 81 females who were preparing to join the iSTEAM contest.
Design and Method: Data were collected from 212 questionnaires and subjected to confirmatory factor analysis and structural equation modeling using AMOS 20.
Results: The results indicated that mastery orientation of hands-on tasks was positively related to hands-on making interest and engagement. Engagement was positively related to hands-on making interest, and hands-on making interest and engagement were positively related to self-confidence enhancement.
Conclusions: Students with high levels of mastery orientation might gain higher self-confidence, mediated by their interest and engagement in a science and technology hands-on making contest.
... They thus define energy literacy across three domains: the cognitive (knowledge), affective (attitudes, values), and behavioral domain. Moreover, they refer back to the literature on technological literacy (Pearson and Young, 2002) and environmental literacy (Disinger and Roth, 1992;Roth, 1992;Hollweg et al., 2011). ...
... Το 2002, η National Academy of Engineering δημοσίευσε ένα έγγραφο με τίτλο "Technically Speaking: Why All Americans Need to Learn More About Technology" όπου αναφέρει τα χαρακτηριστικά του τεχνολογικά εγγράμματου πολίτη χωρισμένα σε τρεις κατηγορίες ως προς τις γνώσεις, τους τρόπους σκέψης και δράσης, και τέλος τις ικανότητες (Pearson 2002 ...
Η παρούσα εργασία πραγματεύεται τη συνεργασία μεταξύ του ΔΙΕΚ Πάτρας και του ΔΙΕΚ Θέρμης στο πλαίσιο του eTwinning, μίας καινοτόμας Eυρωπαϊκής δράσης ηλεκτρονικής αδελφοποίησης Ινστιτούτων και παρουσιάζει τα έργα eTwinning που ξεκίνησαν στις 4 Δεκεμβρίου 2018 και ολοκληρώθηκαν τον Ιούνιο του 2019 από τέσσερις ειδικότητες (πέντε τμήματα) από το ΔΙΕΚ Πάτρας και τρεις ειδικότητες (4 τμήματα) από το ΔΙΕΚ Θέρμης. Με αυτήν τη σύμπραξη των δύο Ινστιτούτων, οι καταρτιζόμενοι/ες με την καθοδήγηση των εκπαιδευτών/τριών τους συνεργάστηκαν σε ένα ψηφιακό περιβάλλον διεπίδρασης μέσω της τεχνολογίας και συγκεκριμένα της χρήσης εργαλείων Τεχνολογιών Πληροφορίας και Επικοινωνιών (ΤΠΕ) στο πλαίσιο εκπαίδευσης ενηλίκων και επαγγελματικής εκπαίδευσης και κατάρτισης. Ο από κοινού σχεδιασμός και δημιουργία έργων ενίσχυσε σημαντικά το γνωστικό τους επίπεδο και ταυτόχρονα συνετέλεσε στην καλλιέργεια τόσο δεξιοτήτων όσο και στάσεων, τα οποία συνολικά οδήγησαν σε πολλαπλά οφέλη σε θέματα που σχετίζονται με την ειδικότητα την οποία σπουδάζουν. Αναφέρονται η οργάνωση των έργων, τα ολοκληρωμένα αποτελέσματα και προϊόντα καθώς και ο τρόπος διάχυσης των αποτελεσμάτων στα συνεργαζόμενα ΔΙΕΚ και την τοπική κοινωνία. Η εργασία ολοκληρώνεται με την αξιολόγηση και τα συμπεράσματα από την υλοποίηση των εν λόγω έργων eTwinning.
... Dans le monde de l'ingénierie, la conception est de loin l'activité centrale des ingénieur·e·s (Simon, 1995). C'est pourquoi plusieurs systèmes éducatifs à travers le monde promeuvent dans leur curriculum un enseignement de la technologie centré sur le Processus de Conception Technique (PCT) 1 ; ce processus étant désigné dans le monde anglo-saxon sous le vocable d'« Engineering Design Process » (Berland et al., 2014 ;Daugherty, 2012 ;Dearing et Daugherty, 2004 ;Pearson et Young, 2002 ;Wicklein, 2006). Les avantages d'opter pour un enseignement de la technologie centré sur le PCT à l'école obligatoire sont nombreux. ...
Cet article consiste en une réflexion conceptuelle d’ordre épistémologique et didactique sur un enseignement de la technologie centré sur le processus de conception technique. En vue de construire une communauté discursive interdisciplinaire scolaire dans ce domaine, nous convions les enseignant·e·s à faire acquérir aux élèves six pratiques épistémiques d’ingénierie : définir un problème technique, générer et sélectionner des solutions en recourant à une approche systématique et itérative, analyser et modéliser, expérimenter et évaluer, communiquer et prendre des décisions. Ces pratiques discursives interdisciplinaires caractérisant la pensée design des élèves sont cohérentes avec les pratiques sociotechniques de référence et jouent un rôle central dans le développement d’une culture technique authentique.
... 100). This study will identify quality high school engineering learning and teaching environments in a criterion based sampling strategy, the setting envisioned by Pearson and Young (2002), where ''technology teachers with a good understanding of science and the interactions between technology, science, and society will be well prepared to work with other teachers to integrate technology with other subjects' ' (p. 108). ...
... As expected, there have been more than several US institutions that offer classes in this domain. [1][2][3][4][5][6][7][8][9][10] . ...
... 1,2,3 However, students in elementary school may be even more receptive to design-based science instruction, since children of this age have been found to exhibit less apprehension toward designerly endeavors than do adults or adolescents. 4 Previous research leads to the conjecture that when elementary school children engage in design activities that require specific scientific expertise, they may make progress toward two important learning outcomes: knowledge of and skills in engineering design, 5 and improved understanding of the science they use in the service of design completion. 6 In this paper, we describe a curriculum research and development project devoted to exploring this hypothesis. ...
... to make well-informed decisions about their majors; many students either select other majors or leave science and engineering for other majors. 6,7 Research on children's perceptions of engineers is needed to inform researchers about children's understandings of engineering in various settings. Recent studies about children and their conceptions of engineers have used children's drawings to reveal their ideas about engineering. ...
... • Engineering and technological literacy are necessary for the 21st century. As our society increasingly depends on engineering and technology, our citizens need to understand these fields 11,12 . ...
... Crucially, the minor is not intended to develop design-level engineering knowledge, but rather is based on the general competencies advocated by the National Academy of Engineering in such documents as Technically Speaking and Tech Tally. 7,8 The minor combines several courses, achieving a balance of depth and breadth that is not possible in a one-or two-course distribution requirement. In addition, the minor also provides a formal credential that students can use when entering the job market-a strong incentive and motivating factor for many students. ...
... Because of this lack of engagement, people today learn relatively little about technologies through direct experience. 1 Coupled with the lack of public understanding is the dearth of students, especially women and minorities, studying engineering in school and pursuing engineering careers. In 2002, fewer than six percent of the 1.1 million seniors who took the ACT Assessment college entrance and placement exam planned to study engineering in college. 2 This is down from a high of nearly nine percent in 1992. ...
... However, in an increasingly technological society, every student should have an understanding of and appreciation for technology, what some have called "technological literacy". Technological literacy includes knowledge about technology, ways of thinking and acting in order to understand new technologies, and having the basic capabilities to use technology [39]. Having an understanding of how engineering is related to the development of technology is an important component of technological literacy. ...
... I draw from the field of science and technology studies (STS) [27] to argue the role of urban form as technology. A basic definition of technology is that "Technology is the process by which humans modify nature to meet their needs and wants" [40] (p. 2). ...
This study investigates the role of urban form as a technological driver of U.S. CO2 emissions for the onroad and residential sectors. The STIRPAT (Stochastic Impacts by Region on Population, Affluence, and Technology) human structural ecology framework is extended by drawing from science and technology studies (STS) to theorize urban form as a sociotechnical system involving practices and knowledge that contribute to urban land use as a material artifact on the landscape influencing emissions. Questions addressed are: (1) “What is the influence of urban form on total sector CO2 emissions?” and (2) “How does the influence of urban form on CO2 emissions differ for metropolitan versus non-metropolitan status?” Spatial error regression models were estimated using county-level CO2 emissions data from Project Vulcan. The National Land Cover Dataset (NLCD) was used to quantify measures of urban form. Other independent variables were derived from U.S. Census data. Results demonstrate carbon reduction benefits achievable through a developed land use mix containing a greater proportion of high intensity relative to low intensity use. Urban form matters, but it matters differently in terms of sign, significance, and interpretation depending on emission sector and metro versus non-metro status. A focus on urban form provides policymakers potential leverage for carbon mitigation efforts that focus on total emissions as opposed to per capita emission. A feature of the research is its integration of concepts and theory from structural human ecology, STS, land change science, and GIScience.
... Consequently 'competences' have been selected as the first of the TE Enablers in this study. Pearson and Young (2002) give the following characteristics of the technologically literate citizen, the industrial employee, in this study, in connection to his/her skills: (a) has a range of hands-on skills, such as using a computer and operating a variety of home and office appliances; (b) can identify and fix simple mechanical or technological problems at home or work; (c) can apply basic mathematical concepts to make informed judgments about technological risk and benefits. In line with this approach, 'skills' have been added as the second TE Enabler. ...
The aim of this chapter is to investigate if and to what extend the process of New Product Development, today, is based on Knowledge Creation and Technology Education. The value chain and the way it allows the company to achieve and sustain competitive advantage is used, in this chapter, in a way that facilitates the exploration of the relationship between technology and competitive advantage. This is done under the competence-based perspective of the organization, where knowledge is the point of departure and the individual – in this case the industrial employee– the relevant unit of analysis. With knowledge and knowledge creation being the reference point, their influence on new products and on the product life cycle has been investigated. The significance of the technology education background of each individual has also been examined in an effort to determine whether there is a need to strengthen Technology Education in existing national curricula. Surveys collected from 486 employees, of 51 industrial companies in Spain, were analyzed in order to test our hypothesis. The results of this study support our main hypothesis and allow us to draw conclusions on the significance of the relationship under investigation.
... In 1989, the PATT-USA version was developed and administered to over 10,000 junior high school students in 7 states to validate the assessment. 5 The sample consisted of 6 th through 8 th grade students, of which a majority (approximately 2/3) had taken a technology-related course. The PATT has since been translated and used in over 25 countries. ...
... In a democracy, these choices are shared, and technological literacy (TL) forms a critical foundation for both the individual and society. This necessary linkage between TL and citizenry has been emphasized and described well by others (Devon and Ollis 2007) (George 2006) and especially by the National Academy of Engineers (Pearson and A.T.Young 2002) and the National Science Foundation (National Science Foundation 1996). Krupczak and Ollis (Krupczak and Ollis, Technology Courses for Undergraduates: Developing Standard Models 2008) also concluded that "to achieve widespread impact, standard classes must be taught at many institutions round the country". ...
... Minors developed by engineering programs are not intended to provide the level of vocational skills acquired through an ABET-accredited BS engineering degree, but rather provide the general competencies needed by everyone in today's technology dependent world. Minors can provide the type of abilities advocated for non-engineers by the National Academy of Engineering in such documents as Technically Speaking 6 and Tech Tally 7 . A minor also provides a formal credential that students can use when entering the job market. ...
The use of Information and Communication Technology (ICT) has grown enormously in the last decade with computers and smart devices becoming indispensable in tertiary students’ study practices. There is, however, limited documented research about the ways PhD students use ICT in their research practice. Nevertheless, it is expected that PhD students will make use of various computer technologies throughout their research process (e.g., preparation phase, fieldwork phase, analysis phase, and write-up phase). This paper reports on the analysis of one of the datasets in a study that examined how PhD students use ICT to support their research practice. The analysis takes into account the relationship and/or the tensions that exist between the PhD student participants and ICT. Two discussion sessions, which included photo capture, were conducted with nine doctoral students, who self-reported as being skilled computer users in a short questionnaire. The sessions aimed to review the ways the PhD students engage with and integrate computer technologies in light of the four phases in their research process. The preliminary analysis indicates some interesting hybrid relationships between papers and computer technologies (i.e., computer devices, tools and networks) in this cohort of PhD students’ daily research practices. These findings will form the basis of the other parts of analysis in the mentioned larger study to investigate relationships between the PhD students and ICT in their process of doing doctoral research.
This study aims to investigate middle school students' conceptions of technology through mental models. Furthermore, it also seeks to determine whether middle school students' conceptions of technology differ according to gender and grade level. The study sample included 1038 middle school students. The research employed a writing-drawing activity and the What is Technology? scale to gather data. When the results were examined, it was determined that only 15.90% of middle school students had good mental models regarding the concept of technology, while 42.48% had medium and 41.62% had poor mental models. Generally, students view technology as a tool that makes people's lives easier and associate technology mostly with electrical and electronic devices such as computers, digital tablets, mobile phones, and televisions. The research revealed that while middle school students exhibited an average grasp of mechanical technologies, they struggled to conceptualize basic technologies. We found that middle school students' understanding of technology did not vary by gender, but did differ statistically significantly by grade level. The findings also showed that higher grade levels were associated with a more sophisticated understanding of technology among middle school students. In conclusion, we observed that the mental models clearly express the dimensions of technology as an artifact, a human practice, and its current role in society. It seems that middle school students' conceptions of technology are limited to these three dimensions, and students have difficulty grasping the nature of technology in all its dimensions.
Eoffice is a technology that has emerged in India as open source software, and the National Informatics Centre (NIC) provides a comprehensive variety of Information and Communication Technologies (ICT) to make Eoffice practice and implementation more convenient for everyone. Because it serves as the backbone of the networking infrastructure, it has given outstanding services to all significant government organisations across India. To examine the relationships between various aspects of technology, their integration, and the provision of services to society, electronic office modules (EOMs) can be utilized in research contexts. The study is exploratory in nature and uses a structured questionnaire. Keeping in view the small population at 10% margin of error and 95% confidence level a sample size of [n=67] users of Eoffice application were determined using the Cochran formula. The questionnaires were distributed through online medium. Descriptive statistics are used to summarize the data collected using the SPSS Software. As part of an effort to better understand employee attitude toward Eoffice implementation, it has been found that employees are generally supportive of the initiative. It is possible that this attitude has played a key role in the success of the Eoffice implementation at Central Power Research Institute (CPRI). According to the confirmatory factor analysis, Eoffice adoption is influenced by both positive and negative attitudes. However, the positivity serves as a catalyst for embracing Eoffice and bringing together manufacturers, academics, and government research institutes on a single platform to accomplish this goal.
One goal of the philosophy of engineering is to more clearly distinguish engineering from science. This paper advances the suggestion that one distinction between the activities of science and engineering concerns the role of abstract thinking. A scientific theory unifies entities that are conceived of as existent in the world; an engineering design unifies existent entities with ones whose existence depends upon the design. The creation of scientific theory involves a single abstraction of a pattern that can unify existent entities. The creation of engineering design utilizes a double abstraction. An engineer must grasp an idea of purpose abstracted from any of its particular instantiations, and must also grasp the relation between this abstract idea of purpose and the existent entities, typically called components, relevant to the creation of the design. An implication for engineering education is an elevation of the study of components as functional elements in technological system design to be on par with current practice on analysis methods. In addition, engineers need familiarity with multiple paradigmatic examples of design patterns or system function structures so that they have resources for connecting conceptions of world and function.
This research work developed a framework for trust management in mobile ambient home network with a view to secure the home devices and channel against attacks. The proposed framework called mobile ambient social trust consist of mobile ad hoc network to provide network for the home devices, the remote user devices that connect to the home using social network platform through the Internet, the application server that coordinates the activities of the home network and the home services such as communication services, entertainment, home control and home networking. The trust management, global reputation aggregation which considered the direct and indirect communication of home devices and remote devices was employed for device attacks. While real time dynamic source routing protocol was employed for
channel attacks to prevent selfish and malicious nodes. The prototype of the framework was implemented
using Java 2 mobile edition (J2ME).The framework will enhance the activities in the home by securing
the home network against unforeseen network disruption and node misbehavior due to the distributed
nature of the environment.
By 2050, the global population is projected to be in excess of nine billion people. This will result in an increased burden and stress on the food production systems, particularly in adjustments to several stages of the value chain that will require improvements and/or modifications in their effectiveness such as reducing waste, adapting to climate change, food security, and health. Disruptions such as digital agriculture, digital food, food agility, big data, have been utilized to characterize the changes in the way agro-food systems evolve and function, as well as in the approach they have been analyzed, measured, and monitored. It has been long recognized that the food industry is considered as a data driven enterprise. These characteristics are very important as the food industry becomes global and sustainable. The food industry is currently undergoing significant changes, and with this, challenges are occurring. These challenges are brought about from the food chains, climate changes, and the ability to be resilient in the production of food. Furthermore, health and cultural changes to food are occurring, where the diseases of obesity, diabetes, and aging in the population will continue to change the consumer’s patterns and choices; whereby the consumer will be persuaded to choose and eat healthy and more nutritious foods. Indeed, the cultural awareness and social innovation to prevent food waste and therefore improve food security and sustainability will also prove to further complexities. This short review will briefly discuss some of the forefront issues in food value chains with a focus on using technology.
In the increasingly modern and technological world, it has become common to use global navigation satellite system (GNSS), such as Global Positioning System (GPS), receivers, and Geographic Information Systems (GIS) in everyday life. GPS-equipped mobile devices and various Web services help users worldwide to determine their locations in real-time and to explore unfamiliar land areas using virtual tools. From the beginning, geospatial technologies have been driven by the need to make efficient use of natural resources. More recently, GPS-equipped autonomous vehicles and aircraft have been under development to facilitate technological processes, such as agricultural operations, transportation, or scouting, with limited or virtual human control. As outdoor robotics relies upon a number of principles related to science, technology, engineering, and mathematics (STEM), using such an instructional context for non-formal education has been promising. As a result, the Geospatial and Robotics Technologies for the 21st Century program discussed in this chapter integrates educational robotics and GPS/GIS technologies to provide educational experiences through summer camps, 4-H clubs, and afterschool programs. The project’s impact was assessed in terms of: a) youth learning of computer programming, mathematics, geospatial and engineering/robotics concepts as well as b) youth attitudes and motivation towards STEM-related disciplines. An increase in robotics, GPS, and GIS learning questionnaire scores and a stronger self-efficacy in relevant STEM areas have been found through a set of project-related assessment instruments.
In the increasingly modern and technological world, it has become common to use global navigation satellite system (GNSS), such as Global Positioning System (GPS), receivers, and Geographic Information Systems (GIS) in everyday life. GPS-equipped mobile devices and various Web services help users worldwide to determine their locations in real-time and to explore unfamiliar land areas using virtual tools. From the beginning, geospatial technologies have been driven by the need to make efficient use of natural resources. More recently, GPS-equipped autonomous vehicles and aircraft have been under development to facilitate technological processes, such as agricultural operations, transportation, or scouting, with limited or virtual human control. As outdoor robotics relies upon a number of principles related to science, technology, engineering, and mathematics (STEM), using such an instructional context for non-formal education has been promising. As a result, the Geospatial and Robotics Technologies for the 21st Century program discussed in this chapter integrates educational robotics and GPS/GIS technologies to provide educational experiences through summer camps, 4-H clubs, and afterschool programs. The project’s impact was assessed in terms of: a) youth learning of computer programming, mathematics, geospatial and engineering/robotics concepts as well as b) youth attitudes and motivation towards STEM-related disciplines. An increase in robotics, GPS, and GIS learning questionnaire scores and a stronger self-efficacy in relevant STEM areas have been found through a set of project-related assessment instruments.
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