Technology in the technology subject

The Danish higher technical examination programme (HTX) is the only high school program in Denmark that specialises in technology and engineering. Central to the HTX curriculum are the profile subjects; technology and technical science. In this article, we take a closer look at these subjects, or more precisely, we examine the concept of technology embedded within them. The ministerial order regarding the subjects places the concept of technology within the ‘technology model’. We will examine the background for the model, its potential and limitations and the model's place in teaching through empirical findings from fieldwork in order to examine whether the technology model lives up to its described purpose. Overall, it can be argued that the model works but it can also be argued that the teachers should be aware of the model’s shortcomings and discuss these with students, so they obtain a more dynamic and dialectical understanding of technology.

Strengthening research integrity: which topic areas should organisations focus on?

The widespread problems with scientific fraud, questionable research practices, and the reliability of scientific results have led to an increased focus on research integrity (RI). International organisations and networks have been established, declarations have been issued, and codes of conducts have been formed. The abstract principles of these documents are now also being translated into concrete topic areas that Research Performing organisations (RPOs) and Research Funding organisations (RFOs) should focus on. However, so far, we know very little about disciplinary differences in the need for RI support from RPOs and RFOs. The paper attempts to fill this knowledge gap. It reports on a comprehensive focus group study with 30 focus group interviews carried out in eight different countries across Europe focusing on the following research question: “Which RI topics would researchers and stakeholders from the four main areas of research (humanities, social science, natural science incl. technical science, and medical science incl. biomedicine) prioritise for RPOs and RFOs?” The paper reports on the results of these focus group interviews and gives an overview of the priorities of the four main areas of research. The paper ends with six policy recommendations and a reflection on how the results of the study can be used in RPOs and RFOs.

Analysis of the practical reform of engineering thermal physics teaching based on FLUENT

Engineering thermophysics is a technical science which studies the law of energy transformation in the form of heat and its application.It studies the internal laws of various thermal phenomena and thermal processes, and can be used to guide engineering practice. FLUENT is a tool course that plays a great role in assisting with the simulation of some devices in engineering thermophysics and fluids. However, in the process of learning simulation, students have had difficulty in mastering the FLUENT software and this paper proposes some constructive suggestions for measures to increase students' mastery of this software.

Developing Creative Activities In Technology Lessons: Using Some New Interactive Methods

At the time being, special attention is paid to teaching students a creative thinking in technical science in general secondary schools. This can be seen in the example of curricula, timetables and textbooks published on this subject. In particular, in the curriculum and textbooks for grades 8-9 there is a section "Technology for preparing creative projects", which helps how to perform creative work. It should be noted that teaching pupils and students to think and work creatively is not an easy task. To do this, it is necessary periodically to inform them about creative works, methods and stages of their implementation. However, using some of the interactive methods in practice is also effective. Regarding this, to use certain interactive methods, we have created and improved several new interactive methods and applied them into a practice. We would like to recommend several interactive methods aimed at organizing and developing students' creative activities in technology classes which are given below.

Using graphic programming tools in technical science student’s education

The article is devoted to practical aspects of using graphic programming tools in the educational process, and, particularly, to their application for performing laboratory classes in technical disciplines.The unpredictable rapid changing in conditions for providing education process due to coronavirus restrictions have required a new manner of how to conduct teaching in remote mode. This task urgently required to be resolved in the short term. But there were no published sources that contain practical advises and described real experience how to do this. Thus, the presented article is an attempt to close this gap. Due to results presented in the article this task could be resolved by using graphic programming languages that opens a field of possibilities for students in using models to explore properties of a real object by means of simulation of the virtual analog. It is argued the selection of programming system, the variations of beginning lessons are considered, the experience in using such system as Simulink is revealed. The advantages and disadvantages of the selected system are indicated from the point of view of its application to the educational process. There are some recommendations for building the sequence of laboratory classes on the base of graphic programming tools. In the beginning these models could be developed preliminary and delivered for students to explore them and then, with more students’ experience and skills, the models could be created by students themselves. The real experience obtained during on-line education phase demonstrates that this approach increases students’ interest for learning and accelerate the educational process. One more conclusion is that virtual laboratory classes as well as all other achievements in using remote mode of education should be implicated in the educational process when it returns to conventional mode of functioning.

Sociocultural Landmarks of Cognition and Problems of Scientific Creativity in the Media World

In the article the thoughts about science as a creative process are presented in the context of the historical-cultural epistemology, specificity of which is presented in the material by B.I. Pruzhinin and T.G. Shchedrina. Tendencies in the modern world’s development – social, economic, political, communication – do not give rise to doubts about the presence of a paradox: the more globalized the world becomes, the more science gravitates towards the status of applied – this determines its effectiveness. Nonetheless, what is lost when emphasizing efficiency? To answer this question is worth remembering that the intellectual revolution in Europe in the 17th and 18th centuries was based not only on the works of Bacon, Descartes, and Newton but also on the radical position expressed in Machiavelli’s “Sovereign” who placed utility above virtue. As soon as science becomes a pragmatic business, prestige, fame, safety, and comfort begin to depend on its success. Knowledge is power, but in the new political and social realities, the main thing is practical, utilitarian, and effective. By becoming disciplinary, technical, science gains power – but is this power not limited to its own constructions? Paradoxically, science, performing a service function, begins to lose the status of an instance of meaning. Serving society, it, nevertheless, is not a connecting force in society – they resort to it for recipes and solutions, but they do not consider it as a common cause, and as a platform for social interaction, they expect a product from science, but not meanings and values, benefit, but not virtues. However, what is a product of science? How is its performance measured? And who determines the effectiveness? This article attempts to partially illuminate these issues, including in the field of their consideration existentially loaded aspects of the scientific community’s creativity – aesthetic, technical-digital, including computer games. Collective intuition as the acquisition of new experience, as the creation of previously nonexistent contexts in which new objects, events, and phenomena are placed – all these are key conditions for a world of uncertainty in which science is already required not only objective results but also involvement in the joint comprehension of existential projects. Truth there is not always the result, but rather a beginning, which requires, among other things, the derivation of all scientific consequences for which other forms of habitation of experience are open – aesthetic, playful, performative.

Application of innovative technologies in project activity of students

This article examines the peculiarities of implementation of innovative technologies in project activity in the course of educational process of students of a public school The article reveals the essence of project activity, modern innovative technologies, as well as information and communication technologies that promote the development of educational process in technical science classes and extended learning  in scientific and technological direction. The formation of certain skills and qualities of a student presses the importance of using innovative technologies in the educational process. The object of this research is the organization of educational process in a public school. The subject is the innovative technologies in project activity in the course of educational process. The goal of this work consists in demonstrating the need for implementation of innovative technologies in project activity in technical science classes and elective classes. The result of this research lies in determination of the importance of application of innovative technologies in project activity. The scientific novelty is defined by the fact that with the advancement of scientific and technological progress in all areas of science and life, the level of participation of the school remains insignificant and requires dynamic development. The conclusions are formulated on the importance of implementation of innovative technologies in project activity for the purpose of development of particular skills and competences of students.

“Conosci te stesso”: o quello che i progettisti possono imparare dalle scienze biologiche contemporanee

Wherein resides the ‘art’ in the ‘art of building’? Throughout history, architects have generally viewed their field as a craft informed by the human body, a creative sense of play, and technical science. Theory in the second half of the 20 th century departed from this direction by reducing art to the visual and semiotic understanding of form. The remarkable discoveries of the biological sciences in recent decades have opened an entirely new perspective for designers, based on our profound insights into human soci-ality, empathy, emotion, mirror systems, and design’s inherent powers of “tactility and kinesis.” The dictum “know thyself,” once inscribed in stone at the entrance of the Temple of Apollo at Delphi, in many ways holds the key to locating the missing ‘art’ of design.

Formation components of technical science in Ukraine in the 60‒70s of the XIX century

The article is devoted to the study of the formation of technical science in Ukraine in the second half of the XIXth century. The source of data for the research was found in the articles of the "Journal of the Ministry of Public Education" that was published in the 60‒70s of the XIXth century. This historical source explains the chronological boundaries of the research mentioned. The authors draw attention to the formation of technical science as to a complex process that developed from the historical and cultural transformations in the field of scientific research of Ukrainian society back in the days. Paradigmatic shifts in Western European science that penetrated the scientific circles of the Ukrainian social environment contributed to the intensification of scientific and technological progress. It is noted that the latter had a great influence on education which, as shown in the article, became one of the components in the forming process in the field of science and technology.In particular, we are talking about the active work of scientific and technical intelligentsia, which became the driving force in this process, which was expressed in the creation of a theoretical and methodological basis for scientific activities. Based on a wide range of methods derived from the historical research, the progress factors in this scientific field as well as the growth of scientific schools of leading mathematicians, physicists, and other representatives of technical science were discovered. On the basis of the biographical method of analysis the creative way of heads of known scientific schools (V. Ya. Buniakovskyi, I. O. Vyshnehradskyi, M. V. Ostrohradskyi, F. N. Shvedov and others) in line with the trends of the then Ukrainian scientific and technical industry.The research points out the importance and invaluable contribution made by scientists for further motivation and actualization of the research in subsequent years. It is emphasized that the emergence of scientific schools and modernization of the technical education system have become the main components in the formation of the scientific and technical elite. It was made through an active scientific activity that contributed to the formation of technical science at the theoretical and methodological levels.