Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students
KTH, School of Industrial Engineering and Management (ITM).ORCID iD: 0000-0002-8292-5642
University of Limerick.
KTH, School of Industrial Engineering and Management (ITM).ORCID iD: 0000-0003-4199-4753
University of Limerick.
Show others and affiliations
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 1, p. 75-106Article in journal (Refereed) Published
Abstract [en]

The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.

Place, publisher, year, edition, pages
Springer, 2019. Vol. 29, no 1, p. 75-106
Keywords [en]
Implicit theories of intelligence; STEM education; Technology education; Teacher education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-228855DOI: 10.1007/s10798-017-9438-8ISI: 000456950800005Scopus ID: 2-s2.0-85041108781OAI: oai:DiVA.org:kth-228855DiVA, id: diva2:1210925
Note

QC 20180531

Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2019-02-18Bibliographically approved
In thesis
1. Investigating the role of spatial ability as a factor of human intelligence in technology education: Towards a causal theory of the relationship between spatial ability and STEM education
Open this publication in new window or tab >>Investigating the role of spatial ability as a factor of human intelligence in technology education: Towards a causal theory of the relationship between spatial ability and STEM education
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Education is a particularly complex discipline due to the numerous variables which impact on teaching and learning. Due to the large effect of human intelligence on the variance in student educational achievement, there is a substantial need to further contemporary understandings of its role in education. Multiple paradigms exist regarding the study of human intelligence. One in particular, the psychometric tradition, has offered many critical findings which have had a substantial impact on STEM education. One of the most significant offerings of this approach is the wealth of empirical evidence which demonstrates the importance of spatial ability in STEM education. However, while categorically identified as important, a causal relationship between spatial ability and STEM is yet to be confirmed

As there is insufficient evidence to support a causal investigation, this thesis aims to develop an empirically based causal theory to make this possible. Five studies were conducted to achieve this aim and are described in the appended papers. As the research explores spatial ability in technology education, Paper I examines the epistemological position of technology education within STEM education. Based on the evidence showing spatial ability is important in Science, Engineering and Mathematics, Paper II explores its relevance to Technology. Paper III offers an empirically based definition for spatial ability through a synthesis of contemporary research and illustrates empirically where it has been observed as important to STEM learning. Paper IV examines the perceived importance of spatial ability relative to intelligence in STEM education from the perspective of technology education. Finally, Paper V examines the psychometric relationship between spatial ability and fluid intelligence (Gf) based on a hypothesis generated throughout the preceding papers.

The main results of this thesis illustrate the predictive capacity of visualization (Vz), memory span (MS), and inductive reasoning (I) on fluid intelligence (Gf) which is posited to offer a causal explanation based on the creative, innovative, and applied nature of STEM. Additional findings include the observation that learners use problem solving strategies which align with their cognitive strengths, that external representations of problems can scaffold the use of spatial ability or alleviate the need for it, that the variability of knowledge types across STEM sub-disciplines may affect the nature of reasoning within disciplines, and that for technology education specifically, acquiring an explicit knowledge base is not perceived to denote intelligence while the capacity to reason abstractly to solve novel problems is. This epistemological fluidity and focus on reasoning highlights the unique way in which technology education can provide insight into intelligence in STEM education. The implications of these results are discussed with specific focus on their theoretical validity and potential application in applied educational contexts.

Place, publisher, year, edition, pages
KTH Royal Institute of Technology, 2018
Series
TRITA-ITM-AVL ; 2018:9
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-228984 (URN)978-91-7729-744-4 (ISBN)
Public defence
2018-08-29, Salongen, KTHB, Osquars backe 31, Stockholm, Sweden., Stockholm, 14:00 (English)
Opponent
Supervisors
Available from: 2018-05-31 Created: 2018-05-30 Last updated: 2018-05-31Bibliographically approved

Open Access in DiVA

fulltext(911 kB)96 downloads
File information
File name FULLTEXT01.pdfFile size 911 kBChecksum SHA-512
b9335cd8de8d6cfcadde34c9511e6e9fa084fb63fc6d67946513267299040831ade5ba81b69ae396ac0b004adc067a49d5f05bb3d8aef1a8858d1723fc6e67fc
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Buckley, JeffreySeery, NiallCanty, Donal
By organisation
School of Industrial Engineering and Management (ITM)
In the same journal
International journal of technology and design education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 96 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 190 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf