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Publications (7 of 7) Show all publications
Canty, D., Buckley, J. & Seery, N. (2019). Research paper on features of skills development in technology education.
Open this publication in new window or tab >>Research paper on features of skills development in technology education
2019 (English)Report (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-259976 (URN)
Note

Report commissioned by the National Council for Curriculum and Assessment (NCCA) with respect to the reform of technology subjects in the Irish Junior Cycle

Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2019-09-26Bibliographically 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
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
Seery, N., Buckley, J., Hyland, T. & Canty, D. (2016). MIND strengths: The unique cognitive architecture of engineering and technology students. In: : . Paper presented at 33rd International Manufacturing Conference, At University of Limerick, Ireland.
Open this publication in new window or tab >>MIND strengths: The unique cognitive architecture of engineering and technology students
2016 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-219834 (URN)10.13140/RG.2.2.21898.88002 (DOI)
Conference
33rd International Manufacturing Conference, At University of Limerick, Ireland
Note

QC 20171213

Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2017-12-13Bibliographically approved
Seery, N. & Buckley, J. (2016). The validity and reliability of adaptive comparative judgements in the assessment of graphical capability. In: : . Paper presented at ASEE Engineering Design Graphics Division 71st Mid-Year Conference, New Hampshire.
Open this publication in new window or tab >>The validity and reliability of adaptive comparative judgements in the assessment of graphical capability
2016 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-219829 (URN)
Conference
ASEE Engineering Design Graphics Division 71st Mid-Year Conference, New Hampshire
Note

QC 20171213

Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2017-12-13Bibliographically approved
Seery, N., Buckley, J. & Delahunty, T. (2015). Developing a spatial ability framework to support spatial ability research in engineering education. In: 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015. Paper presented at 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015, Dublin Institute of Technology, Aungier StDublin, Ireland, 13 July 2015 through 15 July 2015. Dublin Institute of Technology
Open this publication in new window or tab >>Developing a spatial ability framework to support spatial ability research in engineering education
2015 (English)In: 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015, Dublin Institute of Technology , 2015Conference paper, Published paper (Refereed)
Abstract [en]

The association between high levels of spatial cognition and success in a number of engineering and technological fields is widely acknowledged within the pertinent literature. There is a now a need for further investigation to explicitly identify the causation underpinning this correlation. An extensive literature review was carried out with the objective of systematically defining spatial ability and identifying its constituting spatial factors. The literature review uncovered a number of critical considerations which merit recognition for spatial ability research. The significance of this paper lies in the presentation of these considerations as underpinning criteria for a new comprehensive theoretical framework which would ultimately map out the cognitive domain of spatial ability. It is anticipated that such a framework could be used to guide future research that investigates the significance of spatial ability within engineering education.

Place, publisher, year, edition, pages
Dublin Institute of Technology, 2015
Keywords
Education, Engineering research, Underpinnings, Cognitive domain, Literature reviews, Spatial abilities, Spatial cognition, Spatial factors, Theoretical framework, Engineering education
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-206526 (URN)2-s2.0-84962695420 (Scopus ID)
Conference
6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015, Dublin Institute of Technology, Aungier StDublin, Ireland, 13 July 2015 through 15 July 2015
Note

QC 20170505

Available from: 2017-05-05 Created: 2017-05-05 Last updated: 2017-12-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8292-5642

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