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International Journal of Technology and Design Education

International Journal of Technology and Design Education OnlineFirst articles


Why do students present different design objectives in engineering design projects?

Engineering design practice has been recognized as an effective approach to engage students in STEM learning. However, we noticed that students who possessed strong STEM knowledge did not necessarily perform well on their design projects. Thus …

16.08.2017 Open Access

The typological learning framework: the application of structured precedent design knowledge in the architectural design studio

In the architectural design process, built precedent can be a valuable resource to shape design situations. Typology, the systematic categorisation of precedent, may act as a means to interpret this information and identify relationships between …


The things that belong: a grounded theory study of student categorizations of complex technical artifacts

Technical artifacts play a central role in teaching and learning about technology. The artifact exemplars used in the classroom to illustrate and discuss various technological concepts should therefore be carefully chosen in order to actually …


New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?

Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the …


Engineering attitudes: an investigation of the effect of literature on student attitudes toward engineering

The growth of STEM career occupations is outpacing the college enrollment of STEM students in the United States. There have been many research projects investigating this issue. There has not however been a study which investigated the impact …

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Über diese Zeitschrift

The International Journal of Technology and Design Education encourages research and scholarly writing covering all aspects of technology and design education. The journal features critical, review, and comparative studies. In addition, readers will find contributions that draw upon other fields such as historical, philosophical, sociological, or psychological studies that address issues of concern to technology and design education.

The Editorial Board views the teaching of technology and design as an emergent rather than an established practice, with many open issues requiring research. Among these issues are the preparation of technology teachers, the assessment of technological competence, and the relationship of technology to other curriculum elements, notably science. There are also significant policy questions that need to be addressed relating to the practice and rationale of curriculum change.

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