General Engineering Education Research Articles

Teachers’ Perception of the Influence of the Teaching Context on Cognitive Achievements in General Technology Education

High achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed.

Framing the constructive alignment of design within technology subjects in general education

Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.

Age and gender differences between pupils’ preferences in teaching general and compulsory technology education in Croatia

Today’s dynamic change of the pupils’ technological environment certainly affects their preferences towards technology, which may be important for planning, structuring and organising general technology education. This highlights the problem of general student preferences, which are not the product of current trends but the universal rules for structuring teaching. To contribute toward the solution of this problem, research into pupils’ preferences towards the teaching of Technical Culture was carried out with the aim of determining general age and gender differences in pupils’ preferences. Accordingly, the study was conducted on a stratified sample, comprising primary school pupils, aged 11 to 15 (N = 699). By applying the customised PATT questionnaire, pupils’ interests in technology, their attitudes towards the teaching contents of the Technical Culture, as well as the attitudes to the importance and consequences of technology were examined. The analysis of the obtained data was carried out using a two-factor ANOVA and t test, as the basis for determining the differences and characteristics of preference with regard to the age and gender of the pupils. The results of the research show that younger pupils are mostly satisfied with the lessons, while older ones expect more modular teaching. More concretely, boys are more inclined to traditional teaching contents, while girls show much less inclination towards such contents. The presented findings indicate the necessity of a modular approach to the teaching of general technology education, especially between the age of 13 and 15, which should allow equally affirmation of boys and girls in this field of education. The development of such teaching requires a series of additional research to facilitate the development of the future curriculum of general technology education.

New digital technologies of training in the transport education

The article analyzes the use of new digital technologies in transport education considering the Moscow Automobile and Road Construction State Technical University (MADI) as an example. The results Massive Open Online Courses (MOOC) and other electronic systems in the training of engineers using on specialty «Land transport and Technological Vehicles» are given. Positive opportunities of online courses using arise in the organization of student extracurricular activities and the implementation of a differentiated approach in training. Different content of online courses in the areas of training makes it difficult to use MOOC in the practice of general engineering education. The authors suggest using the Modular Object-Oriented Dynamic Learning Environment (Moodle) which is a free web application that provides to create websites for online learning. The experience of using the online resource «Information system MADI» («IS-MADI: Physics») to study Physics, created by MADI’s teachers, is also considered. This experience makes to conclude that using of the Internet resource «IS-MADI: Physics» awakes interest of students to learn Physics. In a whole students begin to understand that knowledge of Natural Science disciplines gives them powerful tool to create and to exploit modern cars and roads, they begin understand importance of Physics.

Curriculum components of technology education within the Maltese National minimum curriculum from year 1999 to 2016

Like many other countries the curriculum components and goals of technology education in Malta have experienced evolutionary changes. Changes in Malta occurred at a fast rate but were not always perceived to be in step with international trends, debates and research about technology curricula. This document analyses the text in Maltese National Minimum Curriculum documents in light of international progress about: (a) research trends, (b) the philosophy of technology and (c) technological concepts. The analysis of the documents was framed through: (a) a quantitative analysis of documents; and (b) a small scale survey. The quantitative analysis of all texts involved the use of software to generate the top ranking words and phrases from all texts. These were ranked and compared across all documents to evidence the trends of the documents in time. The survey involved asking participants to review the documents for specific arguments and filling in a questionnaire. The findings show that only recently has the Maltese curriculum of Design and Technology aligned itself to international trends and embraced a contemporary philosophy of technology. Within the Maltese texts describing technology education in 1999 and 2012, the key jargon emanating from international debates is considered largely absent and the perception given is that of a technology curriculum that was not driven by research but by tradition. The potential implication of this at present is the lack of understanding of a rationale for general technology education in schools and the nostalgia for a technology curriculum driven solely by vocational roots.

Engineering education research in European Journal of Engineering Education and Journal of Engineering Education: citation and reference discipline analysis

The authors, citations and content of European Journal of Engineering Education (EJEE) and Journal of Engineering Education (JEE) in 1973 (JEE, 1975 EJEE), 1983, 1993, 2003, and available 2013 issues were analysed. Both journals transitioned from house organs to become engineering education research (EER) journals, although JEE transitioned first. In this process the number of citations rose, particularly of education and psychology sources; the percentage of research articles increased markedly as did the number of reference disciplines. The number of papers per issue, the number of single author papers, and the citations of science and engineering sources decreased. EJEE has a very broad geographic spread of authors while JEE authors are mainly US based. A ‘silo’ mentality where general engineering education researchers do not communicate with EER researchers in different engineering disciplines is evident. There is some danger that EER may develop into a silo that does not communicate with technically oriented engineering professors.

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Adoption of the federal state educational standards of higher education
 of the third generation of implementing competence paradigm in education
 is the basis for creating a new system of geometric-graphic preparation.
 The formation of a geometric-graphic preparation. Geometric-graphic training
 is defined as a basis for the study of general engineering and specialized disciplines.
 Scientific knowledge of the theory of geometric modeling regulates
 the organization and development of the full range of technical disciplines.
 Considering the cycle of general engineering education from the standpoint
 of integrity, it is necessary to determine the principles of geometric-graphic
 knowledge as providing a basis for the development of the theoretical foundations
 of general engineering and specialized disciplines. Pedagogical
 principles - basic ideas, the observance of which helps to best achieve their
 educational goals. Describes the general pedagogical principles of holistic
 educational process: scientific, fundamental, linking theory with practice, systematic,
 regularity and consistency, professional orientation, accessibility and
 visibility. The implementation of these principles in their interaction reflects
 the dialectics of the real process of geometric-graphic training objectives,
 content, forms, and training tools. Compliance with these general pedagogical
 principles for holistic educational process should improve the quality of
 education even with reduced training hours for engineering disciplines.

La educación en ingeniería en el contexto global: propuesta para la formación de ingenieros en el primer cuarto del Siglo XXI

In this paper it is suggested that in order that the faculties and engineering schools in Mexico be tuned with the intense dynamic changes, it is necessary to look for new education options. Recent experience shows that these institutions seem to be just responding to the needs of the new industrial technology platforms available. It is urgent to develop permanent planning efforts to adapt engineering education to the new economic and social world conditions. In the introduction the organizational cultural transition occurred in recent years and the actual general engineering education format are analyzed. Afterwards, North American universities engineering teaching actions are reviewed as part of the methodology. Finally, an integrated proposal about the way new engineers could be prepared to address the 21st century demands is presented. The ideas offered must be adapted and complemented to find the best schemes in order that Mexican engineer's education can adapt continuously to the global dynamic changes.

Enhancing Materials Research Through Innovative 3D Environments and Interactive Manuals for Data Visualization and Analysis

ABSTRACTSpatial intelligence plays an important role in the success of nanoscience students specific to their visual ability to perceive structures in three dimensions. The NSF-funded IDEAS project makes use of a unique interactive 3D visualization system, based on immersive environment technology, for research and learning in Materials Science and Engineering (MSE) at UC Merced. In order to determine the effectiveness of the immersive system on nanoscience learning, a pilot project was conducted with undergraduate students, which showed the success of immersive systems in the science learning process. Overall, the immersive environment provided complete control in the construction and analysis of carbon-based nanostructure models. Results also showed the 3D visualization system benefited students with low spatial abilities. To facilitate a better understanding of the structure and properties of nanostructures, the IDEAS project has recently been expanded to allow accelerated simulations for materials research. It is important to integrate these new applications into undergraduate level courses in order to strengthen materials science education, recruit and retain future students, and to adapt modern technologies for future materials science educators. The expansion of the IDEAS project relies on the flexibility of this system to serve as a research tool as well as an innovative resource for science education. To adapt the 3D visualization and computing system and help engage students early in engineering research, our research group gathered practical technical documentation geared towards education of science users, based on both Cognitive Science and MSE Education (MSE-Ed) research. The work presented here involves developing educational resources through the design of audio-visual manuals for effective nanoscience learning. The manuals are being created using commercial software to produce interactive electronic books (ebooks). During the planning of the audio-visual manuals, we discovered that it is imperative to provide adequate educational tools as well as efficient guiding principles for the large number of visual, inductive, and active learners in general engineering education. This interdisciplinary project combines fundamental concepts from materials science and cognitive science, particularly project-based learning and active processing, while considering the concepts of overloading, and the unreliability of natural language, among other topics. This investigation will serve society by enhancing materials science research and education, as well as influencing engineering, chemistry, computer science and cognitive science fields, among others.

Globalization Challenges, Legacies, and Civil Engineering Curriculum Reform

Across nations and industries, numerous changes are taking place due to globalization. Naturally, the effects are channelled back to the academic world and prominently felt at the level of higher learning in view of its constant contact with the industries. Universities and institutions have to reassess the adequacy of their existing curricula in fulfilling the needs arising from globalization. With reference to issues encountered in southeast Asia, this paper examines the necessity to rethink the curriculum of a baccalaureate degree in civil engineering and presents some recommendations for revamping the curricular structure. The context discussed is most relevant to small, developing countries, but generally concerns those countries with a legacy of educational systems similar to this region. One rising trend is the move toward a general engineering education at the undergraduate level; a professional degree is emphasized only at the master’s level. More management-related subjects may be included in th...

Developing Collaborative Cyber Communities to Prepare Tomorrow's Teachers

Abstract: Computer‐mediated exchange and interaction have become topics of debate and discussion in the past several years due to the growing interest in synchronous and asynchronous communication and their role in language acquisition, learning, and teaching (Liu, Moore, Graham, & Lee, 2002). This article offers a model for a collaborative course on Technology in Foreign Language Education (TITLE) that is built around computer‐mediated discussion. The graduate seminar, designed and taught collaboratively at the University of South Carolina and the University of Florida, allows students to experience the benefits and challenges of virtual communication as they engage in discussions about the theoretical and practical interface of pedagogy and technology in language teaching. Course components, such as chat, e‐portfolios, multi‐user object oriented domains (MOOs), an electronic discussion board, and virtual guests are discussed and the outcomes of the seminar are highlighted in terms of student gains.