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Doyle, A., Seery, N. & Gumaelius, L. (2019). Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice. British Educational Research Journal
Open this publication in new window or tab >>Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice
2019 (English)In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518Article in journal (Refereed) Published
Abstract [en]

Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.

Keywords
enacted practice; pedagogical content knowledge (PCK); teacher beliefs; methodological approach; technology education
National Category
Pedagogical Work Pedagogy Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-252432 (URN)10.1002/berj.3524 (DOI)2-s2.0-85066010435 (Scopus ID)
Note

QC 20190603

Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-06-03Bibliographically approved
Seery, N., Buckley, J., Canty, D. & Phelan, J. (Eds.). (2018). 2018 PATT International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development. Paper presented at PATT36 International Conference. Athlone, Ireland: PATT
Open this publication in new window or tab >>2018 PATT International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development
2018 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Athlone, Ireland: PATT, 2018. p. 574
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-231989 (URN)978-1-5272-2507-7 (ISBN)978-1-5272-2508-4 (ISBN)
Conference
PATT36 International Conference
Note

QC 20180717

Available from: 2018-07-06 Created: 2018-07-06 Last updated: 2018-07-17Bibliographically approved
Hartell, E., Buckley, J., Gumaelius, L., Doyle, A. & Seery, N. (2018). Arbeta med komparativ bedömning. Skola och samhälle
Open this publication in new window or tab >>Arbeta med komparativ bedömning
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2018 (Swedish)In: Skola och samhälle, E-ISSN 2001-6727Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Skola och samhälle, 2018
Keywords
bedömning, komparativ bedömning, likvärdighet, skola
National Category
Social Sciences Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-226949 (URN)
Note

QC 20180509

Available from: 2018-04-29 Created: 2018-04-29 Last updated: 2018-05-09Bibliographically approved
Hyland, T., Buckley, J., Seery, N., Gordon, S. & Canty, D. (2018). Assessing design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework. In: : . Paper presented at ASEE Engineering Design Graphics Division 72nd Mid-Year Conference.
Open this publication in new window or tab >>Assessing design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework
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2018 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-219820 (URN)
Conference
ASEE Engineering Design Graphics Division 72nd Mid-Year Conference
Note

QCR 20171218

Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2017-12-18Bibliographically approved
Buckley, J. & Seery, N. (2018). Balancing curriculum intent with expected student responses to designerly tasks. Design and Technology Education: An International Journal, 23(1), 26-39
Open this publication in new window or tab >>Balancing curriculum intent with expected student responses to designerly tasks
2018 (English)In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 23, no 1, p. 26-39Article in journal (Refereed) Published
Abstract [en]

Design activities form an extensive part of design and technology education with a link being posited within the pertinent literature between the cognitive activity of learning and the cognitive activity of design. It is therefore critical that design educators’ understand the effects that design constraints can have on the learning process. This paper aims to examine the potential to affect student responses and associated learning from design tasks based on the manipulation of task variables. A study was designed to examine the effects of two modelling systems – one parametric and one non-parametric – on the thought processes and design journeys of the students. The findings suggest that the use of parametric modelling can emphasis student thinking on technical considerations while the use of a freeform moulding CAD system affords a more creative orientation. Qualitative findings demonstrate the capacity of students to select appropriate strategies to complete the design task, further indicating that relaxing design constraints can support student learning in design activities. Considering curricular intentions to develop both technical and creative competencies, this study presents empirical findings illustrating how teachers can strategically design tasks which balance expected student responses with intended learning outcomes.

National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-231988 (URN)
Note

QC 20180717

Available from: 2018-07-06 Created: 2018-07-06 Last updated: 2018-07-17Bibliographically approved
Buckley, J., Seery, N. & Canty, D. (2018). Examining the components of fluid intelligence: Implications for STEM education. In: : . Paper presented at ASEE Engineering Design Graphics Division 72nd Mid-Year Conference.
Open this publication in new window or tab >>Examining the components of fluid intelligence: Implications for STEM education
2018 (English)In: , 2018Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-219603 (URN)
Conference
ASEE Engineering Design Graphics Division 72nd Mid-Year Conference
Note

QCR 20171218

Available from: 2017-12-10 Created: 2017-12-10 Last updated: 2017-12-18Bibliographically approved
Delahunty, T., Seery, N. & Lynch, R. (2018). Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving. Journal of Science Education and Technology, 27(2), 114-130
Open this publication in new window or tab >>Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving
2018 (English)In: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 27, no 2, p. 114-130Article in journal (Refereed) Published
Abstract [en]

Currently, there is significant interest being directed towards the development of STEM education to meet economic and societal demands. While economic concerns can be a powerful driving force in advancing the STEM agenda, care must be taken that such economic imperative does not promote research approaches that overemphasize pragmatic application at the expense of augmenting the fundamental knowledge base of the discipline. This can be seen in the predominance of studies investigating problem solving approaches and procedures, while neglecting representational and conceptual processes, within the literature. Complementing concerns about STEM graduates' problem solving capabilities, raised within the pertinent literature, this paper discusses a novel methodological approach aimed at investigating the cognitive elements of problem conceptualization. The intention is to demonstrate a novel method of data collection that overcomes some of the limitations cited in classic problem solving research while balancing a search for fundamental understanding with the possibility of application. The methodology described in this study employs an electroencephalographic (EEG) headset, as part of a mixed methods approach, to gather objective evidence of students' cognitive processing during problem solving epochs. The method described provides rich evidence of students' cognitive representations of problems during episodes of applied reasoning. The reliability and validity of the EEG method is supported by the stability of the findings across the triangulated data sources. The paper presents a novel method in the context of research within STEM education and demonstrates an effective procedure for gathering rich evidence of cognitive processing during the early stages of problem conceptualization.

Place, publisher, year, edition, pages
Springer, 2018
Keywords
STEM education, Problem solving, Methodological approach, Cognition, EEG
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-240151 (URN)10.1007/s10956-017-9712-2 (DOI)000426939400002 ()2-s2.0-85030163368 (Scopus ID)
Note

QC 20190103

Available from: 2019-01-03 Created: 2019-01-03 Last updated: 2019-01-03Bibliographically approved
Seery, N., Buckley, J., Delahunty, T. & Canty, D. (2018). Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels. International journal of technology and design education
Open this publication in new window or tab >>Integrating learners into the assessment process using adaptive comparative judgement with an ipsative approach to identifying competence based gains relative to student ability levels
2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-235779 (URN)10.1007/s10798-018-9468-x (DOI)
Note

QC 20181008

Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2018-10-08Bibliographically approved
Buckley, J., Canty, D. & Seery, N. (2018). Spatial working memory in mental rotations: A case for exploring neural efficiency and cognitive strategies. In: : . Paper presented at ASEE Engineering Design Graphics Division 72nd Mid-Year Conference.
Open this publication in new window or tab >>Spatial working memory in mental rotations: A case for exploring neural efficiency and cognitive strategies
2018 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-219819 (URN)
Conference
ASEE Engineering Design Graphics Division 72nd Mid-Year Conference
Note

QCR 20171218

Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2017-12-18Bibliographically approved
Buckley, J., Seery, N., Canty, D. & Gumaelius, L. (2018). Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education. International Journal of Educational Research, 90(1), 64-77
Open this publication in new window or tab >>Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education
2018 (English)In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 90, no 1, p. 64-77Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Elsevier, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-228859 (URN)10.1016/j.ijer.2018.05.007 (DOI)000442061800007 ()2-s2.0-85047525051 (Scopus ID)
Note

QC 20180531

Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2018-09-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4199-4753

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