Ausgabe 3/2018
Inhalt (15 Artikel)
How school context and personal factors relate to teachers’ attitudes toward teaching integrated STEM
Lieve Thibaut, Heidi Knipprath, Wim Dehaene, Fien Depaepe
Open Access
Development of a Technology Education Cascading Theory through community engagement site-based support
Tomé Awshar Mapotse
The things that belong: a grounded theory study of student categorizations of complex technical artifacts
Michael T. Rücker, Niels Pinkwart
STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices
Dawne Bell, David Morrison-Love, David Wooff, Matt McLain
New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?
Elizabeth Reinsfield, P. John Williams
Factors influencing student success on open-ended design problems
Scott R. Bartholomew, Greg J. Strimel
Using matrices of specifications, factors and concepts to assist design-engineering students
J. L. Santolaya, A. Biedermann, A. Serrano
The role of space in interdisciplinary collaboration in design education
Pınar Kaygan, Arsev Umur Aydınoğlu
Are their designs iterative or fixated? Investigating design patterns from student digital footprints in computer-aided design software
Helen Z. Zhang, Charles Xie, Saeid Nourian
Mechanical engineering and issues on teaching mechanical engineering design in Turkey
Necdet Geren, Çağrı Uzay, Melih Bayramoğlu
If you build it, will they come? Student preferences for Makerspace environments in higher education
Morgan M. Hynes, Wendy J. Hynes