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International Journal of Technology and Design Education

International Journal of Technology and Design Education OnlineFirst articles


Impact of implementing a long-term STEM-based active learning course on students’ motivation

This paper aims at analysing the effect of implementing a long-term STEM-based active learning course on students’ motivation. First of all, a course that introduces science, technology and engineering concepts to students was designed. The key …


Acquiring materials knowledge in design education

Product material choices affect how a product will be manufactured, how it will function, and how it will be experienced. Thus, understanding materials is essential for designers in many regards. However, materials used in designs are subject to …


Engineering design in the elementary science classroom: supporting student discourse during an engineering design challenge

This exploratory case study examines how various instructional strategies can influence elementary-aged student discourse patterns during an engineering design challenge. With engineering design increasingly entering the elementary science …


An exploratory evaluation of a South African project-based curriculum module focused on authentic technological practice utilizing student portfolios and an open-ended questionnaire

Learners today need more than the core subjects offered at school to be successful in the twenty-first-century. By involving technology student teachers in activities that are authentic to technological practice, as teachers, they should be able …


Examining design cognition coding schemes for P-12 engineering/technology education

Cultivating students’ design abilities can be highly beneficial for the learning of science, technology, engineering, and mathematics (STEM) concepts, and development of higher-order thinking capabilities (National Academy of Engineering and …

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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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