Novice Craft and Technology Teachers’ Competence Formation through Research Activities

В статье раскрыта роль предмета «Технология» для школьников и студентов не только в формировании соответствующих навыков и умений в области материаловедения, трехмерного проектирования и технологий изготовления женской одежды, но и развития творческих способностей и активности. Описаны процессы воссоздания древнерусского исторического костюма; поиска и освоения новых материалов (домотканый лен), технологии шитья и порядок сборки (соединения) деталей; конструирования платья из коллекции красивой женской одежды «Рязанская акварель» для различных возрастных групп; последовательность процессов и технология, включая инструменты и приспособления (набивная доска, молоток и др.) художественной обработки тканей набойкой. Представлены результаты деятельности студентов — будущих учителей, обучающихся по направлению «Педагогическое образование» (профиль «Технология и физика»), по реконструкции и изготовлению древнерусского женского костюма Старой Рязани; конструированию нарядного женского платья из коллекции «Рязанский аквариум»; художественной обработке (набойкой) тканей и изделий из них; использованию «бросовых» (бумага, фольга, картон, пластиковая и стеклянная тара) конструкционных материалов для декоративно-прикладного творчества. Приведены фрагменты тканей и платьев, изготовленных студентами. Сформированные у студентов компетенции в области материаловедения, трехмерного проектирования и технологий изготовления женской одежды могут быть успешно использованы ими в будущей педагогической деятельности в школе при организации образовательного процесса по технологии швейного дела, кружков и внеурочной деятельности, а также осуществлении исследовательских проектов с одаренными учащимися. The article treats the craft and technology education curriculum in secondary and higher education institutions. It treats the role of the subject both in the development of creative abilities and in the formation of skills required for 3d-modelling, women’s clothes designing. The article describes the process of creating old-Russian historical costumes, the process of searching for new materials (homespun linen) the technology of modelling, designing, and sewing of articles from the collection of female clothing “Ryazan aquarelle” for different age groups, tools and equipment (wooden board, hammer, etc.) required for hammer printing. The article presents old-Russian traditional women’s clothing (Old Ryazan) made by students, novice Craft, Technology and Physics teachers. It also presents a dress form the “Ryazan aquarium” collection. It deals with hammer printing and the use of such materials as paper, foil, cardboard, plastic and glass for art and craft activities. It presents fabrics and clothing made by students. Students’ competencies of 3d-modelling, women’s clothes designing and their knowledge of fabrics and materials can be successfully used in classroom activities, extracurricular activities and research work with gifted students.

The Social Use and Value of Blue-Green Stone Mosaics at Sites within Canal System 2, Phoenix Basin, Hohokam Regional System

The occurrence of nonlocal objects, raw materials, and ideas in the southwestern United States (U.S. SW) has long been recognized as evidence of interaction between prehispanic peoples of this region and those of greater Mesoamerica. Although many archaeologists have analyzed the directionality and potential means by which these objects and concepts moved across the landscape, few have assessed the degree to which Mesoamerican practices and traditional assemblages remained intact as the artifacts and ideas moved farther from their places of origin. The current study analyzes the distribution and deposition of blue-green stone mosaics, a craft technology that was well established in Mesoamerica by the Late Preclassic period (300 BC–AD 250) and spread to the U.S. SW by the start of the Hohokam Pioneer period (AD 475). We assess the spatial distribution, contextual deposition, and morphology of mosaics at sites within Hohokam Canal System 2, located in the Phoenix Basin of Arizona. We use these data to infer mosaics’ social value and function within Hohokam social structure. Analyses suggest that, although the technology of mosaic making may have originated in Mesoamerica, the contexts and ways in which mosaics were used in the Hohokam regional system were decidedly Hohokam.

Effect of Activity-Based and Challenge-Based Learning Approaches on Technical Colleges Students’ Psychomotor Achievement in Furniture Craft Technology

This study adopted the quasi-experimental research design, precisely, pre-test, post-test nonequivalent control group design. The population for the study was 210 National Technical Certificate (NTC II) furniture craft technology students (175 males and 35 females) in Technical Colleges. This study was carried out in Zamfara and Katsina State. The analysis was guided by three research questions and three hypotheses at 0.05 level of significance. The data were obtained with Furniture craft technology Cognitive Achievement Test (FTCAT) and Furniture craft technology Interest Inventory (FTII). The lesson plan, FTCAT, and FTII were subjected to face and content validation by three experts. The instrument was trial tested on a sample of 22 NTC II furniture craft technology students of Government Technical College FCT-Abuja. Kuder-Richardson 20(K-R20) and the Pearson product-moment correlation coefficient were utilized to establish the coefficient of internal consistency and stability of the FTCAT. The values were found to be 0.72 and 0.81 respectively. Data obtained from the administration of the instrument was examined with mean to answer the research questions and Analysis of Covariance (ANCOVA) statistic was used to test the hypotheses. The results showed that the Challenge-based learning approach is more successful in enhancing the students' achievement in furniture craft technology than the Activity-based learning approach. It was recommended that the Ministry of Education and National Board for Technical Education (NBTE) should organize workshops, seminars and in-service training for technical teachers regularly