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Buckley, J., Hartell, E. & Blom, N. (2023). Editorial: Current perspectives on the value, teaching, learning, and assessment of design in STEM education. Frontiers in Education, 8
Open this publication in new window or tab >>Editorial: Current perspectives on the value, teaching, learning, and assessment of design in STEM education
2023 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Frontiers Media SA, 2023
Keywords
STEM, STEM education, Technology Education, Engineering Education, Design Education
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-334882 (URN)10.3389/feduc.2023.1247618 (DOI)001049350100001 ()2-s2.0-85168288878 (Scopus ID)
Note

QC 20230829

Available from: 2023-08-29 Created: 2023-08-29 Last updated: 2023-12-11Bibliographically approved
Seery, N., Phelan, J., Buckley, J. & Canty, D. (2023). Epistemological treatment of design in technology education. International journal of technology and design education, 33(4), 1547-1561
Open this publication in new window or tab >>Epistemological treatment of design in technology education
2023 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 33, no 4, p. 1547-1561Article in journal (Refereed) Published
Abstract [en]

Design as a construct has multiple meanings depending on context, function, and agenda. This paper proposes to set out functions of design as it manifests in the context of technological activity for the purposes of technology education. The importance of context and by association intention in technological and designerly activity is presented with reference to recent reforms of lower secondary school subjects in Ireland, in an attempt to demonstrate the complexity of design's treatment in technological activity. Critical to the success of designerly outcomes and outputs, is having a clear intention for the objectives of learning. This paper proposes a framework of articulations of design in the context of technological activity that attempts to position its utility with respect to the development of capability. Unpacking 'learning about design', 'learning by design' and 'learning to design' provides delineated intent that makes explicit learning, pedagogical, and evaluative decisions, reinforcing the position that it is what learners can do opposed to know, that is central to technological activity.

Place, publisher, year, edition, pages
Springer Nature, 2023
Keywords
Designerly, Technology
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-336838 (URN)10.1007/s10798-022-09781-y (DOI)000869626600001 ()2-s2.0-85140121560 (Scopus ID)
Note

QC 20230921

Available from: 2023-09-21 Created: 2023-09-21 Last updated: 2024-03-18Bibliographically approved
Buckley, J., Gumaelius, L., Nyangweso, M., Hyland, T., Seery, N. & Pears, A. (2023). The impact of country of schooling and gender on secondary school students' conceptions of and interest in becoming an engineer in Ireland, Kenya and Sweden. International Journal of STEM education, 10(1), Article ID 28.
Open this publication in new window or tab >>The impact of country of schooling and gender on secondary school students' conceptions of and interest in becoming an engineer in Ireland, Kenya and Sweden
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2023 (English)In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 10, no 1, article id 28Article in journal (Refereed) Published
Abstract [en]

BackgroundGiven the disparities in gender representation, efforts are needed to make engineering education more inclusive and attractive to young people. It is important that those entering engineering education are making this decision with sufficient understanding of what it means to be an engineer. This study explored how lower secondary education students from Ireland (n = 435), Kenya (n = 436), and Sweden (n = 361) stereotyped engineers, and their interest in becoming an engineer was examined. The Draw an Engineer Test was used to achieve this, and ordinal and logistic regression analyses were conducted to compare the effects of students' genders and country of schooling on the genders and concepts of their drawn engineers, and on their interest in becoming an engineer in the future.ResultsA Sankey diagram illustrated significant complexity in the interaction between conceptions of engineering work and fields of engineering. Chi-square tests of association were used to examine the association between students depicting an engineer as either the same or a different gender to themselves and their interest in becoming an engineer. The results of these and the regression analyses indicate that young people's gender explains more variance in the gender of drawn engineers and the country they are studying in explains more variance in their conception of engineers. However, most variance was explained when both students' gender and country of study were considered together. Further, particularly for young females, drawing a female engineer as opposed to a male engineer was positively associated with increased interest in becoming an engineer.ConclusionsThere is a need to develop a greater understanding of engineering in young people to ensure they have sufficient information to make decisions regarding related educational pursuits. National-level attempts are needed to present accurate depictions of engineering, and effort needs to be invested in ensuring that young females can identify as engineers. Higher educational access needs to be considered in future work examining future career interests.

Place, publisher, year, edition, pages
Springer Nature, 2023
Keywords
Engineering, Stereotype, Conceptions, Interest
National Category
Production Engineering, Human Work Science and Ergonomics
Identifiers
urn:nbn:se:kth:diva-327169 (URN)10.1186/s40594-023-00416-9 (DOI)000982931800001 ()2-s2.0-85153260192 (Scopus ID)
Note

QC 20230523

Available from: 2023-05-23 Created: 2023-05-23 Last updated: 2023-05-23Bibliographically approved
Reid, C., Sorby, S. A., Raju, G., Buckley, J. & Seery, N. (2023). Using Adaptive Comparative Judgment to Holistically Assess Creativity of Design Solutions: A Comparison of First-Year Students and Educators' Judgments. In: 2023 ASEE Annual Conference and Exposition: The Harbor of Engineering. Paper presented at 2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023, Baltimore, United States of America, Jun 25 2023 - Jun 28 2023. American Society for Engineering Education
Open this publication in new window or tab >>Using Adaptive Comparative Judgment to Holistically Assess Creativity of Design Solutions: A Comparison of First-Year Students and Educators' Judgments
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2023 (English)In: 2023 ASEE Annual Conference and Exposition: The Harbor of Engineering, American Society for Engineering Education , 2023Conference paper, Published paper (Refereed)
Abstract [en]

This Complete Research paper investigates the holistic assessment of creativity in design solutions in engineering education. Design is a key element in contemporary engineering education, given the emphasis on its development through the ABET criteria. As such, design projects play a central role in many first-year engineering courses. Creativity is a vital component of design capability which can influence design performance; however, it is difficult to measure through traditional assessment rubrics and holistic assessment approaches may be more suitable to assess creativity of design solutions. One such holistic assessment approach is Adaptive Comparative Judgement (ACJ). In this system, student designs are presented to judges in pairs, and they are asked to select the item of work that they deem to have demonstrated the greatest level of a specific criterion or set of criteria. Each judge is asked to make multiple judgements where the work they are presented with is adaptively paired in order to create a ranked order of all items in the sample. The use of this assessment approach in technology education has demonstrated high levels of reliability among judges (~0.9) irrespective of whether the judges are students or faculty. This research aimed to investigate the use of ACJ to holistically assess the creativity of first-year engineering students design solutions. The research also sought to explore the differences, if any, that would exist between the rank order produced by first-year engineering students and the faculty who regularly teach first-year students. Forty-six first-year engineering students and 23 faculty participated in this research. A separate ACJ session was carried out with each of these groups; however, both groups were asked to assess the same items of work. Participants were instructed to assess the creativity of 101 solutions to a design task, a “Ping Pong problem,” where undergraduate engineering students had been asked to design a ping pong ball launcher to meet specific criteria. In both ACJ sessions each item of work was included in at least 11 pairwise comparisons, with the maximum number of comparisons for a single item being 29 in the faculty ACJ session and 50 in the student ACJ session. The data from the ACJ sessions were analyzed to determine the reliability of using ACJ to assess creativity of design solutions in first-year engineering education, and to explore whether the rankings produced from the first-year engineering students ACJ session differed significantly from those of the faculty. The results indicate a reasonably high level of reliability in both sessions as measured by the Scale Separation Reliability (SSR) coefficient, SSRfaculty = 0.65 ± 0.02, SSRstudents = 0.71 ± 0.02. Further a strong correlation was observed between the ACJ ranks produced by the students and faculty both when considered in terms of the relative differences between items of work, r = .533, p < .001, and their absolute rank position, s = .553, p < .001. These findings indicate that ACJ is a promising tool for holistically assessing design solutions in engineering education. Additionally, given the strong correlation between ranks of students and faculty, ACJ could be used to include students in their own assessment to reduce the faculty grading burden or to develop a shared construct of capability which could increase the alignment of teaching and learning.

Place, publisher, year, edition, pages
American Society for Engineering Education, 2023
Keywords
Adaptive Comparative Judgement, Assessment, Design, Engineering Education
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-337814 (URN)2-s2.0-85172138148 (Scopus ID)
Conference
2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023, Baltimore, United States of America, Jun 25 2023 - Jun 28 2023
Note

QC 20231009

Available from: 2023-10-09 Created: 2023-10-09 Last updated: 2023-10-09Bibliographically approved
Buckley, J., Seery, N. & Kimbell, R. (2022). A Review of the Valid Methodological Use of Adaptive Comparative Judgment in Technology Education Research. Frontiers in Education, 7, Article ID 787926.
Open this publication in new window or tab >>A Review of the Valid Methodological Use of Adaptive Comparative Judgment in Technology Education Research
2022 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 7, article id 787926Article, review/survey (Refereed) Published
Abstract [en]

There is a continuing rise in studies examining the impact that adaptive comparative judgment (ACJ) can have on practice in technology education. This appears to stem from ACJ being seen to offer a solution to the difficulties faced in the assessment of designerly activity which is prominent in contemporary technology education internationally. Central research questions to date have focused on whether ACJ was feasible, reliable, and offered broad educational merit. With exploratory evidence indicating this to be the case, there is now a need to progress this research agenda in a more systematic fashion. To support this, a critical review of how ACJ has been used and studied in prior work was conducted. The findings are presented thematically and suggest the existence of internal validity threats in prior research, the need for a theoretical framework and the consideration of falsifiability, and the need to justify and make transparent methodological and analytical procedures. Research questions now of pertinent importance are presented, and it is envisioned that the observations made through this review will support the design of future inquiry.

Place, publisher, year, edition, pages
Frontiers Media SA, 2022
Keywords
comparative judgment, technology education, design, validity, methodology, assessment
National Category
Nursing
Identifiers
urn:nbn:se:kth:diva-310771 (URN)10.3389/feduc.2022.787926 (DOI)000772373500001 ()2-s2.0-85127167375 (Scopus ID)
Note

QC 20220407

Available from: 2022-04-07 Created: 2022-04-07 Last updated: 2022-09-15Bibliographically approved
Pantzos, P., Rosén, A., Buckley, J. & Gumaelius, L. (2022). Engineering Students’ Motivation For Learning Inchallenge-Driven Project Courses: A Qualitative Pilot Study. In: SEFI 2022. 50th Annual Conference of The European Society for Engineering Education 19-22 September, Barcelona, Spain: Towards a new future in engineering education, new scenarios that European alliances of tech universities open up. Paper presented at SEFI 2022. 50th Annual Conference of The European Society for Engineering Education..
Open this publication in new window or tab >>Engineering Students’ Motivation For Learning Inchallenge-Driven Project Courses: A Qualitative Pilot Study
2022 (English)In: SEFI 2022. 50th Annual Conference of The European Society for Engineering Education 19-22 September, Barcelona, Spain: Towards a new future in engineering education, new scenarios that European alliances of tech universities open up, 2022Conference paper, Published paper (Refereed)
Abstract [en]

This pilot study explores engineering students’ motivation for learning and studying through the lens of Self-Determination Theory (SDT). Five postgraduate students from a research-intensive Swedish university participated in semi-structured qualitative interviews about their study experiences from different Challenge-Driven Education (CDE) courses. It adds to the limited, existing literature on CDE and is the first to study it from a purely motivational perspective. As this is a pilot study, the primary intent of the data analysis concerns the first two phases of Braun and Clarke’s (2006) thematic analysis approach - familiarisation and immersion in the data and generating initial codes. A combination of inductive and deductive approaches to analysing the data were used, and preliminary motivational factors emerged from the interviews are illustrated according to the SDT concepts. A variety of motivations for learning and studying, such as innovation, real-world problem solving, contribution to the society, and trial for following master thesis projects, emerged from the data and positioned on the self-determination continuum in which different types of regulations are guiding students’ behaviours simultaneously. Furthermore, autonomy in the choice of a project, feedback and assignmentdeadlines, and relationships within group work, enhanced or/and undermined the three psychological needs defined by SDT; autonomy, competence and relatedness. Preliminary findings are discussed in relation to the SDT literature, and practical applications are suggested for supporting the motivational needs of engineering students. Finally plans for a continuation of the study are discussed in light of this initial phase.

Keywords
higher engineering education, challenge-driven education, self- determination theory, student learning, motivation
National Category
Learning
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-323066 (URN)10.5821/conference-9788412322262.1178 (DOI)2-s2.0-85147535154 (Scopus ID)
Conference
SEFI 2022. 50th Annual Conference of The European Society for Engineering Education.
Note

Part of proceedings: ISBN 978-84-123222-6-2

QC 20230130

Available from: 2023-01-13 Created: 2023-01-13 Last updated: 2023-06-08Bibliographically approved
Pantzos, P., Gumaelius, L., Buckley, J. & Pears, A. (2022). Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education. European Journal of Engineering Education, 1-19
Open this publication in new window or tab >>Engineering students’ perceptions of the role of work industry-related activities on their motivation for studying and learning in higher education
2022 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, p. 1-19Article in journal (Refereed) Published
Abstract [sv]

A number of key graduate outcomes related to industry-based interventions and work-industry-related activities (WIA’s) are specified by the Swedish Higher Education Ordinance for all Engineering Degree Programmes. A paucity of research regarding student perceptions of these WIAs and their role in student’s motivation for learning motivates the current study. Understanding student perceptions of WIA is critical to ensuring the effective integration of WIAs into engineering education. This study explores the perceived motivational effects of WIAs with which students engage through the lens of self-determination theory. Semi-structured interviews were conducted with nineteen master’s students studying in two research-intensive Swedish universities. Six themes emerged from thematic analysis. The themes describe the impact WIAs can have on student motivation in terms of their perceptions of (1) relevance for the development of knowledge and skills, (2) influence on the student’s future profession identity, (3) utility for gaining industrial experience, inclusive of research experience, (4) relevance to student’s programmes of study, (5) industry marketisation agendas, and (6) alignment with industry needs over the student’s own needs. The motivating and demotivating aspects of WIA’s based on these themes are discussed to improve the collaboration between industry and academia in engineering education.

Place, publisher, year, edition, pages
Informa UK Limited, 2022
Keywords
Motivation; engineering education; work industry-related activities; semi-structured interviews; thematic analysis
National Category
Learning Educational Sciences Pedagogy
Research subject
Education and Communication in the Technological Sciences; Industrial Engineering and Management; Technology and Learning
Identifiers
urn:nbn:se:kth:diva-315074 (URN)10.1080/03043797.2022.2093167 (DOI)000818873400001 ()2-s2.0-85133257263 (Scopus ID)
Note

QC 20220817

Available from: 2022-06-29 Created: 2022-06-29 Last updated: 2022-08-17Bibliographically approved
Delios, A., Clemente, E. G., Wu, T., Tan, H., Wang, Y., Gordon, M., . . . Collaboration, G. T. (2022). Examining the generalizability of research findings from archival data. Proceedings of the National Academy of Sciences of the United States of America, 119(30), Article ID e2120377119.
Open this publication in new window or tab >>Examining the generalizability of research findings from archival data
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2022 (English)In: Proceedings of the National Academy of Sciences of the United States of America, ISSN 0027-8424, E-ISSN 1091-6490, Vol. 119, no 30, article id e2120377119Article in journal (Refereed) Published
Abstract [en]

This initiative examined systematically the extent to which a large set of archival research findings generalizes across contexts. We repeated the key analyses for 29 original strategic management effects in the same context (direct reproduction) as well as in 52 novel time periods and geographies; 45% of the reproductions returned results matching the original reports together with 55% of tests in different spans of years and 40% of tests in novel geographies. Some original findings were associated with multiple new tests. Reproducibility was the best predictor of generalizability-for the findings that proved directly reproducible, 84% emerged in other available time periods and 57% emerged in other geographies. Overall, only limited empirical evidence emerged for context sensitivity. In a forecasting survey, independent scientists were able to anticipate which effects would find support in tests in new samples. 

Place, publisher, year, edition, pages
Proceedings of the National Academy of Sciences, 2022
Keywords
archival data, context sensitivity, generalizability, reproducibility, research reliability, article, forecasting, geography, reliability, reproduction, Reproducibility of Results
National Category
Philosophy
Identifiers
urn:nbn:se:kth:diva-325994 (URN)10.1073/pnas.2120377119 (DOI)000957256900001 ()35858443 (PubMedID)2-s2.0-85134491120 (Scopus ID)
Note

QC 20230421

Available from: 2023-04-21 Created: 2023-04-21 Last updated: 2023-04-21Bibliographically approved
Hartell, E. & Buckley, J. (2022). Status and Trends of STEM Education in Sweden (1ed.). In: Lee, Yi-Fang & Lee, Lung-Sheng (Ed.), Status and Trends of STEM Education in Highly Competitive Countries: Country Reports and International Comparisons (pp. 305-359). Taipei, Taiwan: Technological and Vocational Education Research Center (TVERC) National Taiwan and K–12 Education Administration (K12EA), Ministry of Education, Taiwan.
Open this publication in new window or tab >>Status and Trends of STEM Education in Sweden
2022 (English)In: Status and Trends of STEM Education in Highly Competitive Countries: Country Reports and International Comparisons / [ed] Lee, Yi-Fang & Lee, Lung-Sheng, Taipei, Taiwan: Technological and Vocational Education Research Center (TVERC) National Taiwan and K–12 Education Administration (K12EA), Ministry of Education, Taiwan. , 2022, 1, p. 305-359Chapter in book (Refereed)
Abstract [en]

STEM education in Sweden exists for students from their initial engagement with compulsory education at the age of 6 and is mandatory and cohesive for all students until they enter upper secondary level. The importance of STEM education is highlighted through the impact of STEM on the Swedish economy and can be further seen through government investment in STEM-related research activity. The aim of this chapter is to contextualize STEM education in the Swedish pre-college education system, and to discuss associated trends and issues which have emerged. The chapter includes an overview of the Swedish education system, noting when and where students make decisions on what they will study. This is followed by a description of some of the available STEM-related activities for students which complement their formal education. Next, trends in how Sweden has performed in related international assessments (PISA and TIMSS) are presented with a breakdown of student post-secondary education employment and further study demographics. The chapter concludes with commentary on current STEM education reform, and a presentation of some of the current trends and issues facing STEM education in Sweden which predominantly relate to a teacher supply shortage, gender differences in performance and STEM uptake, and the refinement and updating of STEM education provision in response to societal needs.

Place, publisher, year, edition, pages
Taipei, Taiwan: Technological and Vocational Education Research Center (TVERC) National Taiwan and K–12 Education Administration (K12EA), Ministry of Education, Taiwan., 2022 Edition: 1
Keywords
STEM education, STEM economy, Swedish STEM education, Swedish compulsory education, trends and issues in STEM education in Sweden, teknikdidaktik, naturvetenskapens didaktik, stem, grundskola, gymnasium
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-321663 (URN)
Note

Part of book ISBN 978-626-7048-67-2

QC 20221201

Available from: 2022-11-20 Created: 2022-11-20 Last updated: 2022-12-01Bibliographically approved
Hartell, E. & Buckley, J. (2022). Unpacking decision making in comparative judgement: A stimulated thinkaloud methodology to gain insight into young peoples’ decision making. In: Christina Wikström (Ed.), New Visions for Assessment in Uncertain Times: Association for Educational Assessment Europe.. Paper presented at New Visions for Assessment in Uncertain Times. Association for Educational Assessment Europe. 09–12 November, 2022, Dublin, Ireland (pp. 111-111). Dublin, Ireland: AEA Europe
Open this publication in new window or tab >>Unpacking decision making in comparative judgement: A stimulated thinkaloud methodology to gain insight into young peoples’ decision making
2022 (English)In: New Visions for Assessment in Uncertain Times: Association for Educational Assessment Europe. / [ed] Christina Wikström, Dublin, Ireland: AEA Europe , 2022, p. 111-111Conference paper, Published paper (Refereed)
Abstract [en]

While reliability has been the subject of much Comparative Judgement (CJ) research, understanding its validity, which and relates directly to the included judges and their decision-making, is paramount. Understanding this decision-making better would add significantly to the formative use of CJ and its use in educational task-design.This paper reports on a pilot study exploring a novel methodology aiming to unpack judges’ decision-making. One 11-year-old student completed a CJ session on a selection of portfolios developed in response to an authentic design-task in STEM education. During this, a novel “stimulated think aloud protocol” was implemented, which was developed by synthesising aspects of traditional think-aloud-protocols with stimulated recall interviews. The approach is considered to have worked well as it was immediately evident that prompts were required to keep the participant on task and to continue verbalising their thoughts. As in this case the participant was younger, giving support in what to verbalise appeared necessary. The approach was possibly more useful due to the age of the participant. Limitations exist in that the stimulating prompts could influence participant decision-making if they provoke reflection which otherwise would not have occurred in an undisrupted CJ judging session.

Place, publisher, year, edition, pages
Dublin, Ireland: AEA Europe, 2022
Keywords
Comparative judgement, assessment, stimulated recall, think aloud protocol, formative assessment, stem education, technology education
National Category
Educational Sciences
Research subject
Education and Communication in the Technological Sciences; Technology and Learning
Identifiers
urn:nbn:se:kth:diva-321667 (URN)
Conference
New Visions for Assessment in Uncertain Times. Association for Educational Assessment Europe. 09–12 November, 2022, Dublin, Ireland
Projects
ATS STEM Erasmus+
Funder
European Commission
Note

QC 20221201

Available from: 2022-11-20 Created: 2022-11-20 Last updated: 2022-12-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8292-5642

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