scholarly journals A Teacher of Technological Education in Lithuania, Great Britain and Finland. What is She Like?

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 268-285
Author(s):  
Birutė Žygaitienė ◽  
Evelina Buivydaitė
Keyword(s):  
Great Britain ◽  
Technology Education ◽  
Household Economics ◽  
Technological Education ◽  
School Students ◽  
Specific Content ◽  
Learning Modules ◽  
Multicultural Environment ◽  
Research Activities ◽  
Subject Specific

The aim of the article is to compare the curricular of technology education and requirements for a technology education teacher in the analysed countries. The following conclusions have been made: 1. The conceptions of technological education in Lithuania, Great Britain and Finland are closely related to the aspects of integrity with other study subjects and the aim to prepare learners for successful adaptation in society. During lessons of technologies in Lithuania the modules of nutrition, textile, constructive materials, electronics and design are learnt. The lessons of design and technologies in Great Britain include innovative project learning of digital and engineering technologies and school learners study textile, constructive materials, design and nutrition. During lessons of household economics in Finland, personal school learners’ qualities are developed while learning modules of nutrition and textile, whereas the subject-specific content of household economics is not emphasised. The aspect of technology modules is highlighted in the lessons of technologies and design and technologies, whereas that of social education is observed in household economics. 2. The requirements imposed on teachers of technological education in the analysed countries include excellent subject-specific, pedagogical and psychological preparation, ability to help school students to build up their value-based attitudes on the basis of the personal value system of an educator and ability to cooperate and work in teams. The research revealed the following differences: Finnish teachers are required to creatively implement curriculum, to be able to ensure tolerance-based education in the multicultural environment and to develop school students’ entrepreneurship skills; implementation of scientific research activities in the process of education and integration of information communication technologies are important to Finnish and Lithuanian teachers. The requirements to teachers in Great Britain are similar to those imposed on teachers in the other analysed countries.

scholarly journals Digital environment for the formation of design thinking of students in technology lessons

KANT ◽  
2020 ◽  
Vol 36 (3) ◽  
pp. 289-294
Author(s):  
Lilia Latipova ◽  
Alsu Faskhutdinova
Keyword(s):  
Technology Education ◽  
Design Thinking ◽  
Digital Environment ◽  
Technological Education ◽  
School Students ◽  
Fundamental Research

This article analyzes and systematizes the main trends in the formation and development of design thinking in technology education. On the basis of fundamental research, the author designed an innovative complex to determine the level of formation of design thinking, offered tools to improve the level of design thinking in school students in the lessons "Technology", arranged design sites for the formation of design thinking. We have experimentally determined the effectiveness of using distance technologies in the formation of design thinking in the technological education of schoolchildren.

Additional Technology of Pre-Profile Training

2015 ◽  
Vol 3 (6) ◽  
pp. 34-42
Author(s):  
Бычков ◽  
Anatoliy Bychkov
Keyword(s):  
Self Determination ◽  
Technological Education ◽  
School Students ◽  
Research Activities ◽  
Professional Self ◽  
General School

Presented is the methodology for pre-profi le training the general school students in the context of technological education and supplementary education interaction. To support the teachers, the essential pedagogical terms are defi ned. Recommendations are provided on how to use assignments on educational and research activities and also on project activities in order to facilitate the professional self-determination of school students.

scholarly journals Diagnostics of psychological readiness of high school students for research activities in mathematics in the design context of a hybrid intellectual learning environment

2021 ◽  
Vol 54 (6) ◽  
pp. 192-210
Author(s):  
Svetlana N. Dvoryatkina ◽  
◽  
Vera S. Merenkova ◽  
Eugeny I. Smirnov ◽  
◽  
...  
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Boundary Conditions ◽  
Intelligent Systems ◽  
Intelligent System ◽  
Educational Institution ◽  
Value Orientations ◽  
School Students ◽  
Research Activities ◽  
Scientific Potential

Introduction. The problem of improving the process of organizing and supporting the project and research activities of schoolchildren through intelligent management for the purpose of self-organization of the individual, understanding and comprehending complex mathematical knowledge as a principle of personal development is relevant and far from solved. Intelligent systems provide the process of individualization of learning, the establishment of personalized and computerized feedback of cognitive and creative processes. The purpose of the article is to assess the student's readiness for research activities in the context of designing a hybrid intelligent learning environment. Materials and methods. The assessment of the student's psychological readiness for research activities in the conditions of using a hybrid intellectual environment was carried out on an experimental representative sample of students of 1-2 courses of secondary vocational education (n1=42) and students of the senior classes of secondary schools (n2=30). The diagnosis was carried out using the intelligence structure test of R. Amthauer, the creativity questionnaire of D. Johnson, the test "Individual styles of thinking" by A. Alekseev, L. Gromova, the methods of value orientations by M. Rokich, etc. The significance of the differences was established by means of Student's t-test, Fisher's angular transformation, χ2-test. The results of the study. The assessment of psychological readiness for research activities in mathematics was carried out on the basis of the developed nine parameters of scientific potential. The presented results allow us to pre-set the framework of boundary conditions in order to minimize the imprinting time of a hybrid intelligent system (including the selection of the neural network topology). For all three groups of criteria, differences by gender were established, for example, by the parameter "value orientations" (temp  = 2.26 > tcr = 2.02); by the parameter "creativity" (χemp2 = 6,02 ≥ χcr2 (0,05;2) = 5,99). And also by the type of educational institution, for example, by the parameter “motivation to achieve the result” (φemp = 0,186 > φcr = 1,64). Conclusion. The results of the research are of practical value, as they serve as a technological basis for establishing the boundaries and boundary conditions of the most significant parameters for the effective realization of scientific potential, expressed in the work of a specialized web interface created with the student's personal account.

scholarly journals A Scoping Review on Implementation of I-Think Maps and Its Effects on Higher Order Thinking Skills in Malaysian Schools

2021 ◽  
Vol 17 (2) ◽  
pp. 169
Author(s):  
Lina Mursyidah Hamzah ◽  
Wan Mazwati Wan Yusoff
Keyword(s):  
Scoping Review ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Measurement Scale ◽  
School Students ◽  
Higher Order Thinking Skills ◽  
Research Activities ◽  
Teachers And Students ◽  
The Impact

Abstract: Malaysian schools have been implementing i-Think program as a means to develop higher order thinking skills among primary and secondary school students since 2013. Thus, there is a need to assess the implementation of the i-Think program since it was made compulsory almost seven years ago. This paper reports a scoping review of research activities conducted on the implementation of the i-Think program in Malaysian schools to synthesize studies on the implementation of the i-Think program in the classrooms; teachers' and students’ acceptance of the program; examine its impact on HOTS and students’ achievement; and to identify and disseminate the gaps in the works of literature. Forty articles were reviewed and the results indicated that the data on how i-Think programs were implemented in classrooms were so small that no definite conclusions could be made. Results on both students' and teachers’ levels of knowledge on i-Think maps were mixed. Majority of studies showed that i-Think maps significantly enhanced students’ achievement. However, no study measured the impact of i-Think on HOTS despite researchers' claim that i-Think maps had stimulated students’ HOTS. Thus, future studies should focus on showing correlation between i-Think and HOTS by using a validated measurement scale to assess students’ HOTS, development of valid and reliable measurement scale to gather a large pool of data to illustrate more comprehensively the status of i-Think implementation in schools throughout Malaysia, support systems provided to teachers at school and district level, and identifying barriers that hinders teachers from implementing i-Think program. Keywords: HOTS, i-Think Maps, Malaysian schools, Scoping review.

Get Your Head in the Game

2013 ◽  
pp. 228-239 ◽  
Author(s):  
Brian Herrig
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Technology Education ◽  
Digital Games ◽  
Digital Game ◽  
Seventh Grade ◽  
School Students ◽  
Introductory Programming ◽  
The World ◽  
Game Environment

This chapter discusses the development and implementation of an introductory programming unit within a seventh grade technology education course. The goal of this unit was to introduce the concepts of programming to middle school students in a way that was accessible and unintimidating. Digital games provide an inherent level of engagement not present in other programming activities, and the digital game environment provides a safe platform for experimentation without concern for safety or equipment. The curriculum described in this chapter provides many practical examples of how digital games can be incorporated into a technology education classroom to engage students in the world of programming.

Sign in / Sign up

Export Citation Format

Share Document