Ausgabe 5/2022
Inhalt (20 Artikel)
Development and effectiveness evaluation of a STEM-based game-design project for preservice primary teacher education
Fu-Hsing Tsai, Hsien-Sheng Hsiao, Kuang-Chao Yu, Kuen-Yi Lin
Ninth-grade students’ perceptions on the design-thinking mindset in the context of reverse engineering
Luecha Ladachart, Jaroonpong Cholsin, Sawanya Kwanpet, Ratree Teerapanpong, Alisza Dessi, Laksanawan Phuangsuwan, Wilawan Phothong
How lower secondary pupils work with design in green entrepreneurship in STEM education competitions
Bettina Dahl, Annette Grunwald
Using structural equation modelling for understanding relationships influencing the middle school technology teacher’s attitudes toward STEAM education in Korea
Young-Heung Kim, Seung-Il Na
Design thinking and inquiry behaviours are co-constituted in a community of inquiry middle years’ science classroom context: Empirical evidence for design thinking and pragmatist inquiry interconnections
Kim Nichols, Reshma Musofer, Liz Fynes-Clinton, Rosanne Blundell
Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp
Shih-Yun Lu, Chih-Cheng Lo, Jia-Yu Syu
Pupils’ prior knowledge about technological systems: design and validation of a diagnostic tool for primary school teachers
Dannie Wammes, Bert Slof, Willemijn Schot, Liesbeth Kester
Developing an instrument for assessing technology teachers’ understandings of the nature of technology
Meidan Xu, P. John Williams, Jianjun Gu
The impact of prior occupations and initial teacher education on post-graduate pre-service teachers’ conceptualization and realization of technology integration
Kim Rowston, Matt Bower, Stuart Woodcock
Science teacher’s perceptions of the nature of technology: a Q-methodology study
Ayse Yenilmez Turkoglu, Fatih Aydin, Huseyin Es
Embracing the social turn: epistemic change in engineering students enrolled in an anthro-design course
Constanza Miranda, Julian Goñi, Trinidad Sotomayor
Can abstraction help ideation? A case study on biologically inspired design
Xiaotian Deng, Hung-Hsiang Wang, Chuan-Yu Liu, Yun-Hsiang Wang
Using TRIZ10 for enhancing creativity in engineering design education
Juan David Cano-Moreno, José Manuel Arenas Reina, Francisca Victoria Sánchez Martínez, José María Cabanellas Becerra
Proposing a novel mixed-reality framework for basic design and its hybrid evaluation using linkography and interviews
Hasane Ceren Cindioglu, Ipek Gursel Dino, Elif Surer
Is group work beneficial for producing creative designs in STEM design education?
Ji Han, Dongmyung Park, Min Hua, Peter R. N. Childs
“Behind the curtain”: exploring how instructional design teams function to complete design and development
Monica W. Tracey, John Baaki, Kiran Budhrani, Smruti Shah
Correlation between the composition of personalities and project success in project-based learning among design students
Wenjing Zhang, Aria C. H. Yang, Lusha Huang, Dominic Y. H. Leung, Newman Lau