Ausgabe 1/2023
Inhalt (15 Artikel)
Open Access
Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool – results from the botSTEM project
Marie Fridberg, Andreas Redfors, Ileana M. Greca, Eva M. García Terceño
A study of the feasibility of a cross-college curriculum based on the experience of student cooperation
Chu-Yu Cheng, Chia-Pin Kao, Tse-Wei Hsu, Kuen-Yi Lin
A review of STEM education with the support of visualizing its structure through the CiteSpace software
Wei Wei Chu, Nur Rosliana Mohd Hafiz, Ummi Atiah Mohamad, Hazimah Ashamuddin, Siew Wei Tho
Open Access
The use of models and modelling in design projects in three different technology classrooms
Björn Citrohn, Karin Stolpe, Maria Svensson
Investigating changes in preservice teachers’ conceptions of technological literacy
Kean Roberts, Jerrid Kruse
Open Access
Unpacking secondary school technology teachers’ interpretations and experiences of teaching ‘problem-solving’
Diarmaid Lane, Oliver McGarr, Bill Nicholl
Students’ perceptions and reasoning patterns about the ethics of emerging technology
Luciana Debs, Colin M. Gray, Paul A. Asunda
Open Access
Supporting novice designers design of digital touch
Carey Jewitt, Val Mitchell, Garrath Wilson, Lili Golmohammadi, Douglas Atkinson, Kerstin Leder Mackley, Sara Price
Open Access
Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity
Sharon Guaman-Quintanilla, Patricia Everaert, Katherine Chiluiza, Martin Valcke
Open Access
Insights from bauhaus innovation for education and workplaces in a post-pandemic world
Lorraine White-Hancock