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  • 1.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM).
    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 education2018Doctoral 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.

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  • 2.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM).
    Review: Design epistemology and curriculum planning2018In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 23, no 1, p. 109-112Article, book review (Other academic)
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  • 3.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Spatial ability and fluid intelligence2018Conference paper (Other (popular science, discussion, etc.))
  • 4.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning. Faculty of Engineering and Informatics, Athlone Institute of Technology, Westmeath, Ireland.
    The need to consider the predictive capacity of intelligence and its malleability within design and technology education research2020In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    General intelligence is a fundamental human capacity with significant educational implications. However, it is often not considered in educational research despite substantial evidence illustrating its association with positive life outcomes and student’s capacity to learn. There are a number of potential reasons for this including the controversial history of the use of intelligence tests, validity concerns, counter-moral implications associated with equality, lack of related training, and discipline research priorities. Design and technology (D&T) education however presents a subject area where consideration of student’s intelligence appears particularly important. The focus on design provides students with regular variation learning contexts, with a similar phenomenon occurring through the subject areas focus on technology as a result of constant cultural and societal technological advances. However, intelligence is rarely considered within D&T education research. Therefore, this article puts forward an argument and rationale as to why D&T researchers need to give more consideration to the predictive value of general intelligence and its malleability in pertinent research and discusses some implications for intelligence in practice.

  • 5.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Adams, L.
    Aribilola, I.
    Arshad, I.
    Azeem, M.
    Bracken, L.
    Breheny, C.
    Buckley, C.
    Chimello, I.
    Fagan, A.
    Fitzpatrick, D. P.
    Garza Herrera, D.
    Gomes, G. D.
    Grassick, S.
    Halligan, E.
    Hirway, A.
    Hyland, T.
    Imtiaz, M. B.
    Khan, M. B.
    Lanzagorta Garcia, E.
    Lennon, P.
    Manaf, E.
    Meng, J.
    Mohd Sufian, M. S. Z.
    Moraes, A.
    Osterwald, K. M.
    Platonava, A.
    Reid, C.
    Renard, M.
    Rodriguez-Barroso, L. G.
    Simonassi-Paiva, B.
    Singh, M.
    Szank, T.
    Tahir, M.
    Vijayakumar, S.
    Ward, C.
    Yan, X.
    Zainol, I.
    Zhang, L.
    An assessment of the transparency of contemporary technology education research employing interview-based methodologies2021In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    A high level of transparency in reported research is critical for several reasons, such as ensuring an acceptable level of trustworthiness and enabling replication. Transparency in qualitative research permits the identification of specific circumstances which are associated with findings and observations. Thus, transparency is important for the repeatability of original studies and for explorations of the transferability of original findings. There has been no investigation into levels of transparency in reported technology education research to date. With a position that increasing transparency would be beneficial, this article presents an analysis of levels of transparency in contemporary technology education research studies which employed interviews within their methodologies, and which were published within the International Journal of Technology and Design Education and Design and Technology Education: An International Journal (n = 38). The results indicate room for improvement, especially in terms of documenting researcher positionality, determinations of data saturation, and how power imbalances were managed. A discussion is presented on why it is important to improve levels of transparency in reported studies, and a guide on areas to make transparent is presented for qualitative and quantitative research.

  • 6.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Canty, D
    Seery, N
    An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education2020In: Irish Educational Studies, ISSN 0332-3315, E-ISSN 1747-4965Article in journal (Refereed)
    Abstract [en]

    The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom-based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a first year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e. the amount of work done, can significantly predict performance (R2 =.333, p <.001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (ϕ =.082, p <.01) and that there was need to use varying criteria in the assessment of design outputs.

  • 7.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Canty, Donal
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Spatial working memory in mental rotations: A case for exploring neural efficiency and cognitive strategies2018Conference paper (Refereed)
  • 8.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Canty, Donal
    University of Limerick.
    White, David
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Campbell, Mark
    University of Limerick.
    Spatial working memory and neural efficiency in mental rotations: An insight from pupillometry2018In: Engineering Design Graphics Journal, ISSN 1949-9167, Vol. 82, no 3, p. 20-32Article in journal (Refereed)
    Abstract [en]

    Spatial ability, particularly the cognitive capacity for mental rotations, is a critical component of human cognition. Proficiency with mental rotation tasks is linked with educational performance in various Sci¬ence, Technology, Engineering, and Mathematics (STEM) disciplines, and with more general tasks such as real world wayfinding. Spatial working memory (SWM) is posited as a fundamental psychological con¬struct associated with mental rotation ability. Through the adoption of pupillometry, this study aspired to investigate the potential role of SWM within mental rotation performance. The results of this study unex¬pectedly illustrated that mental effort decreased as item difficulty increased. It is posited that learning may have occurred during the initial easier tasks facilitating an increased efficiency in cognitive processing associated with SWM storage during the more difficult mental rotations tasks.

  • 9.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Doyle, Andrew
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Hartell, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Adaptive comparative judgement: A mechanism to enrich and enhance assessment practices to support teaching and learning2017Conference paper (Refereed)
  • 10. Buckley, Jeffrey
    et al.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hyland, T.
    Seery, N.
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    A comparison of swedish and Irish secondary students conceptions of engineers and engineering using the draw-an-engineer test2019In: ASEE Annual Conference and Exposition, Conference Proceedings, American Society for Engineering Education , 2019Conference paper (Refereed)
    Abstract [en]

    Women are significantly underrepresented in engineering and engineering related disciplines. One area where this is clearly illustrated is in the percentage of females enrolled in higher education engineering courses. The 2016 data on enrolment by field from the Organization for Economic Co-operation and Development (OECD) shows that the maximum percentage of female enrolment in “engineering and engineering trades” education at Bachelors, Masters, and Doctoral level in OECD countries is 28.33% in Sweden. As this form of education is likely to lead to a career in an engineering related field, there is a clear need to understand the factors which influence female students' decisions to enroll in higher education engineering courses. There are many influences on students' choices to pursue specific career paths. For example, how students conceive a particular discipline or career will influence this decision, as what they believe it to involve will likely affect their interest in engaging with it. In engineering, students often have misconceptions regarding what it means to be an engineer and the Draw-an-Engineer Test (DAET) has frequently been used to investigate these misconceptions. Studies using DAET have found that young students typically conceive engineers to be male, with the majority of male students typically representing engineers as male, but, with female students drawing more frequent but still relatively small proportions of female engineers. However, at least with the original “Draw a” instrument, the Draw-a-Scientist Test (DAST), children's drawings of scientists have been found to be becoming more gender diverse over time. In this study, the DAET is used in a comparative study between Sweden and Ireland. These countries were selected as according to the 2016 OECD data on higher education enrolment, Sweden has the highest representation of female engagement with engineering in higher level education (28.33%), while Ireland has one of the lowest (14.13%). The study cohort (ntotal = 513; nIreland = 302; nSweden = 211) in the context of both countries includes students who are approximately 15 years old. This age is of cultural significance in both countries as students are at a juncture in second level education where they must make a choice on what they will study at upper secondary level, which will consequently have an impact on their decision on what to study should they choose to progress to higher level education. Results are presented in relation to participants engineering stereotypes in terms of gender and the nature of engineering activities, and also in terms of their level of interest in engineering. Importantly, the results indicate that in order to understanding engineering stereotypes and young people's interest in becoming an engineer, the complex relationship between a student's gender, cultural context, and conception of engineering must be considered.

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  • 11.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. Technol Univ Shannon Midlands Midwest, Westmeath, Ireland..
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning. Mälardalen Univ, Västerås, Sweden..
    Nyangweso, Mercy
    Strathmore Univ, Business Sch, Nairobi, Kenya..
    Hyland, Tomas
    Technol Univ Shannon Midlands Midwest, Westmeath, Ireland..
    Seery, Niall
    Technol Univ Shannon Midlands Midwest, Westmeath, Ireland..
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    The impact of country of schooling and gender on secondary school students' conceptions of and interest in becoming an engineer in Ireland, Kenya and Sweden2023In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 10, no 1, article id 28Article in journal (Refereed)
    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.

  • 12.
    Buckley, Jeffrey
    et al.
    Department of Technology Education, Technological University of the Shannon: Midlands Midwest, Athlone, Ireland.
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Blom, Nicolaas
    School of Education, University of Limerick, Limerick, Ireland.
    Editorial: Current perspectives on the value, teaching, learning, and assessment of design in STEM education2023In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8Article in journal (Refereed)
  • 13.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Howley, Una
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    An exploratory study into the cognitive and behavioural influences on problem solving performance2016Conference paper (Refereed)
  • 14.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hyland, T.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, N.
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Exploring the Prototypical Definitions of Intelligent Engineers Held by Irish and Swedish Higher Education Engineering Students2021In: Psychological Reports, ISSN 0033-2941, E-ISSN 1558-691XArticle in journal (Refereed)
    Abstract [en]

    Males are generally overrepresented in higher education engineering. However, the magnitude of this variance differs between countries and engineering fields. Evidence associated with the field-specific ability beliefs hypothesis suggests that perceptions of intelligence held by actors within engineering affects the engagement of underrepresented groups. This study examined perceptions of an intelligent engineer held by undergraduate and postgraduate engineering students in Ireland and Sweden, countries selected based on their levels of female representation in engineering education. It was hypothesised that there would be a significant difference in perceptions between countries. A survey methodology was employed in which a random sample of Irish and Swedish university students completed two surveys. The first asked respondents to list characteristics of an intelligent engineer, and the second asked for ratings of importance for each unique characteristic. The results indicate that an intelligent engineer was perceived to be described by seven factors; practical problem solving, conscientiousness, drive, discipline knowledge, reasoning, negative attributes, and inquisitiveness when the data was analysed collectively, but only the five factors of practical problem solving, conscientiousness, drive, discipline knowledge and negative attributes were theoretically interpretable when the data from each country was analysed independently. A gender × country interaction effect was observed for each of these five factors. The results suggest that the factors which denote intelligence in engineering between Irish and Swedish males and females are similar, but differences exist in terms of how important these factors are in terms group level definitions. Future work should consider the self-concepts held by underrepresented groups with respect to engineering relative to the factors observed in this study.

  • 15.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Hyland, Tomás
    University of Limerick.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    Athlone Institute of Technology.
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Engineering education research methods to determine conceptions of engineers and of engineering2019Conference paper (Refereed)
  • 16.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Hyland, Tomás
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Investigating perceptions of intelligence as an approach to understanding female representation in technology and engineering education2019Conference paper (Refereed)
  • 17.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    O'Connor, Adrian
    University of Limerick.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology, Westmeath, Ireland.
    Hyland, Tomás
    University of Limerick.
    Canty, Donal
    University of Limerick.
    Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 1, p. 75-106Article in journal (Refereed)
    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.

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  • 18.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    O'Neill, Colm
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Technology mediated assessment of dynamic spatial ability2016Conference paper (Refereed)
  • 19.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Phelan, Joseph
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Assessing visual perception in virtual reality environments2016Conference paper (Refereed)
  • 20.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    An investigation into problem solving approaches adopted during graphical reasoning episodes2016Conference paper (Refereed)
  • 21.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM).
    Balancing curriculum intent with expected student responses to designerly tasks2018In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 23, no 1, p. 26-39Article in journal (Refereed)
    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.

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  • 22.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Framing spatial cognition: Establishing a research agenda2016In: ASEE Engineering Design Graphics Division 70th Mid-Year Conference, 2016Conference paper (Refereed)
  • 23.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    The potential bifurcation of static and dynamic spatial cognitive processes2016In: ASEE Engineering Design Graphics Division 71st Mid-Year Conference, 2016Conference paper (Refereed)
  • 24.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology, Athlone, Ireland.
    Canty, Donal
    University of Limerick.
    A heuristic framework of spatial ability: A review and synthesis of spatial factor literature to support its translation into STEM education2018In: Educational psychology review, ISSN 1040-726X, E-ISSN 1573-336X, Vol. 30, no 3, p. 947-972Article in journal (Refereed)
    Abstract [en]

    An abundance of empirical evidence exists identifying a significant correlation between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). Despite this evidence, a causal explanation has yet to be identified. Pertinent research illustrates that spatial ability can be developed and that doing so has positive educational effects. However, contention exists within the relevant literature concerning the explicit definition for spatial ability. There is therefore a need to define spatial ability relative to empirical evidence which in this circumstance relates to its factor structure. Substantial empirical evidence supports the existence of unique spatial factors not represented in modern frameworks. Further understanding such factors can support the development of educational interventions to increase their efficacy and related effects in STEM education. It may also lead to the identification of why spatial ability has such a significant impact on STEM educational achievement as examining more factors in practice can help in deducing which are most important. In light of this, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.

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  • 25.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    An exploratory analysis into the relationships between spatial factors, domain-free general capacities and general fluid intelligence2017Conference paper (Refereed)
  • 26.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Canty, Donal
    Examining the components of fluid intelligence: Implications for STEM education2018In: , 2018Conference paper (Refereed)
  • 27.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of TechnologyCo. WestmeathIreland.
    Canty, Donal
    Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities2017In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Design activities typically involve and culminate in the creation of models representative of new ideas and conceptions. The format is often dictated by the specific discipline, with ideas in design and technology education regularly being externalised through the use of computer aided design (CAD). This paper focusses on the realisation stage of a design process, specifically when conceptual ideas are being externalised through CAD. Acknowledging students as novices or quasi-experts with regards to their levels of technical expertise and recognising the limitations in the cognitive capacities of humans suggests merit in investigating problem solving strategies through the lens of heuristics. A comparative study was employed between two distinct CAD systems to examine students modelling behaviour. Considering the situational context of the problems encountered and the bounded rationality which the students are operating within, a number of insights are generated from the findings which are of importance from a pedagogical perspective within design and technology education.

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  • 28.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Insights from eye-tracking and pupillometry in design education research2017Conference paper (Other academic)
  • 29.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE). Athlone Institute of Technology, Westmeath, Ireland.
    Canty, Donal
    University of Limerick.
    Investigating the use of spatial reasoning strategies in geometric problem solving2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 2, p. 341-362Article in journal (Refereed)
    Abstract [en]

    A core aim of contemporary science, technology, engineering, and mathematics (STEM) education is the development of robust problem-solving skills. This can be achieved by fostering both discipline knowledge expertise and general cognitive abilities associated with problem solving. One of the most important cognitive abilities in STEM education is spatial ability however understandings of how students use this ability in practice are currently underdeveloped. Therefore, this study aimed to investigate how levels of spatial ability impacted both performance and approaches to problem solving. In the context of graphical education, selected due to its significant overlap with technological, mathematical and engineering knowledge, a repeated cross-sectional study design was implemented to gather longitudinal data of student approaches to problem solving. A battery of psychometric tests of spatial ability was administered to two cohorts and problem solving was examined through a variety of graphical problems. The findings illustrate a relationship between attaining higher levels of spatial ability and performance. Participants with lower levels of spatial ability evidenced the utilisation of models to a greater extend with a particular emphasis on models with the capacity to alleviate the need for spatial reasoning.

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  • 30.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Spatial cognition in engineering education: Developing a spatial ability framework to support the translation of theory into practice2017In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Refereed)
    Abstract [en]

    A substantial degree of empirical evidence has illustrated the correlation between spatial skills and performance in engineering education. This evidence has been foundational in the construction of educational interventions which have resulted in both increased levels of spatial ability and increased educational performance and retention. However, the cognitive faculty of spatial cognition is widely recognised as multifactorial and a number of factors exist within this domain which have not been examined as potential influences on educational success. A number of factors have been identified within the pertinent literature which do not appear in any formal framework of spatial cognition. This paper presents a review and synthesis of this work with the amalgam presented as a model to support the further integration of spatial ability into engineering educational practices.

  • 31.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Canty, Donal
    University of Limerick.
    The importance and usefulness of comparative judgement for educational assessment2019Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    While comparative judgement has now been around for a number of years, it continues to be used in a variety of new ways and across multiple subjects. Jeffrey has specific experience using comparative judgement in design education which he will discuss as well as presenting other applications described in the literature. The intention of this presentation is to show both how comparative judgement works in practice for assessing students work, and also to demonstrate some of its other educational uses as well.

  • 32.
    Buckley, Jeffrey
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    The validity and reliability of online testing for the assessment of spatial ability2016In: ASEE Engineering Design Graphics Division 71st Mid-Year Conference, 2016Conference paper (Refereed)
  • 33.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. Athlone Institute of Technology.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE). Athlone Institute of Technology.
    Canty, Donal
    University of Limerick.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    On intelligence in technology education: Towards redefining technological capability2018Conference paper (Refereed)
    Abstract [en]

    The Technology subject in general post-primary education is unique based on its conception and treatment of knowledge. The task specific utility of knowledge is emphasised and at the same time, in reflection of the breadth of technology in society, the variance in the context of learning tasks can be quite large. The subject is considered to have a fluid epistemology which directly affects how capability is contextually defined. The concept of technological capability has been ascribed multiple definitions however the more commonly aligned with model suggests it refers to a synthesis of knowledge, skills, values and problem solving in a technological context. However the combination of knowledge, skills, values and problem solving neglects to acknowledge intelligence in the form of domain general abilities which have been observed to have a significant effect on student performance. Therefore this paper argues for the integration of contextually relevant domain general abilities with current conceptions of technological capability.

  • 34.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM).
    Canty, Donal
    University of Limerick.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education2018In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 90, no 1, p. 64-77Article in journal (Refereed)
  • 35.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM).
    Canty, Donal
    University of Limerick.
    Doyle, Andrew
    KTH, School of Education and Communication in Engineering Science (ECE).
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Framing the Constructive Alignment of Design within Technology Subjects in General EducationIn: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
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  • 36.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM).
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Canty, Donal
    University of Limerick, Limerick, Ireland.
    Doyle, Andrew
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Framing the constructive alignment of design within technology subjects in general education2020In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.

  • 37.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. Technol Univ Shannon Midlands Midwest, Fac Engn & Informat, Athlone, Ireland..
    Seery, Niall
    Technol Univ Shannon Midlands Midwest, Fac Engn & Informat, Athlone, Ireland..
    Kimbell, Richard
    Goldsmiths Univ London, London, England..
    A Review of the Valid Methodological Use of Adaptive Comparative Judgment in Technology Education Research2022In: Frontiers in Education, E-ISSN 2504-284X, Vol. 7, article id 787926Article, review/survey (Refereed)
    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.

  • 38.
    Buckley, Jeffrey
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM). Office of the President, Athlone Institute of Technology, Westmeath, Ireland.
    Power, Jason
    Michigan Technological University.
    Phelan, Joseph
    University of Limerick.
    The importance of supporting technological knowledge in post-primary education: A cohort study2018In: Research in Science and Technological Education, ISSN 0263-5143Article in journal (Refereed)
    Abstract [en]

    Background: Substantial research highlights the differences between scientific and technological knowledge. Considering that learning is heavily focused on the acquisition of knowledge, it is important to examine the individual and systematic implications of these types of knowledge. Purpose: The purpose of this study was to examine the impact on overall educational performance as a result of engaging with technology subjects at post-primary level. Sample: A five year cohort study was designed to gather longitudinal data from a total sample of 1761 pupils’ grades from the Irish Leaving Certificate examination. The sample was distributed across four schools. Design and methods: Grades from the Irish Leaving Certificate were selected because the examination is considered high stakes as it serves as the country’s primary mechanism for matriculation into third-level education. Individual examinations are designed externally to schools by a government body ensuring the validity of each examination in capturing the holistic interpretation subject syllabi. Finally, a points system is used to score each examination facilitating comparisons between subjects. Results: The results show that pupils who study the technology subjects are statistically significantly less likely to perform well overall in comparison to pupils who study science and mathematics subjects. They also show that for pupils who study the technology subjects, those subjects are statistically significantly likely to be their best performing subjects. Conclusions: Due to the array of variables impacting subject selection, a definitive causal explanation cannot be deduced from the data for these results. However, it is possible to infer that the variance in knowledge types between the science and technology subjects has an impact on the results. A case is made that a compulsory technological component should be incorporated into educational curricula to provide a comprehensive and general education and to facilitate the holistic development of pupils. 

  • 39.
    Canty, Donal
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning. Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Research paper on features of skills development in technology education2019Report (Other academic)
  • 40. Canty, Donal
    et al.
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    O'Connor, Adrian
    Kelly, Matt
    The validity of digital badges as a currency for soft skill attainment2015Conference paper (Refereed)
  • 41.
    Canty, Donal
    et al.
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Inducting ITE students in assessment practices through the use of comparative judgement2019Conference paper (Refereed)
  • 42. Delios, A.
    et al.
    Clemente, E. G.
    Wu, T.
    Tan, H.
    Wang, Y.
    Gordon, M.
    Viganola, D.
    Chen, Z.
    Dreber, A.
    Johannesson, M.
    Pfeiffer, T.
    Uhlmann, E. L.
    Al-Aziz, A. M. A.
    Abraham, A. T.
    Trojan, J.
    Adamkovic, M.
    Agadullina, E.
    Ahn, J.
    Akinci, C.
    Akkas, H.
    Albrecht, D.
    Alzahawi, S.
    Amaral-Baptista, M.
    Anand, R.
    Ang, K. F. U.
    Anseel, F.
    Aruta, J. J. B. R.
    Ashraf, M.
    Baker, B. J.
    Bao, X.
    Baskin, E.
    Bathula, H.
    Bauman, C. W.
    Bavolar, J.
    Bayraktar, S.
    Beckman, S. E.
    Benjamin, A. S.
    Brown, S. E. V.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Buitrago, R. E.
    Bution, J. L.
    Byrd, N.
    Carrera, C.
    Caruso, E. M.
    Chen, M.
    Chen, L.
    Cicerali, E. E.
    Cohen, E. D.
    Crede, M.
    Cummins, J.
    Dahlander, L.
    Daniels, D. P.
    Daskalo, L. L.
    Dawson, I. G. J.
    Day, M. V.
    Dietl, E.
    Domurat, A.
    Dsilva, J.
    Du Plessis, C.
    Dubrov, D. I.
    Edris, S.
    Elbaek, C. T.
    Elsherif, M. M.
    Evans, T. R.
    Fellenz, M. R.
    Fiedler, S.
    Firat, M.
    Freitag, R.
    Furrer, R. A.
    Gautam, R.
    Gautam, D. K.
    Gearin, B.
    Gerschewski, S.
    Ghasemi, O.
    Ghasemi, Z.
    Ghosh, A.
    Giani, C.
    Goldberg, M. H.
    Goswami, M.
    Graf-Vlachy, L.
    Rajeshwari, H.
    Griffith, J. A.
    Grigoryev, D.
    Gu, J.
    Hadida, A. L.
    Hafenbrack, A. C.
    Hafenbrädl, S.
    Hammersley, J. J.
    Han, H.
    Harman, J. L.
    Hartanto, A.
    Henkel, A. P.
    Ho, Y. -C
    Holding, B. C.
    Holzmeister, F.
    Horobet, A.
    Huang, T. S. -T
    Huang, Y.
    Huntsinger, J. R.
    Idzikowska, K.
    Imada, H.
    Imran, R.
    Ingels, M. J.
    Jaeger, B.
    Janssen, S. M. J.
    Jia, F.
    Jiménez, A.
    Jin, J. L.
    Johannes, N.
    Jolles, D.
    Jozefiakova, B.
    Kačmár, P.
    Kalandadze, T.
    Kalimeri, K.
    Kang, P.
    Kantorowicz, J.
    Karada, D.
    Karimi-Rouzbahani, H.
    Kee, D. M. H.
    Keller, L.
    Khan, H. A.
    Knutsson, M.
    Kombeiz, O.
    Korniychuk, A.
    Kowal, M.
    Leder, J.
    Liang, L. W.
    Liew, T.
    Lin, F.
    Liu, C.
    Liu, B.
    Longo, M. C.
    Lovakov, A.
    Low, M. P.
    Lucas, G. J. M.
    Lukason, O.
    Ly, A. L.
    Ma, Z.
    Mafael, A.
    Mahmoudkalayeh, S.
    Manheim, D.
    Marcus, A.
    Marsh, M. S.
    Martin, J. M.
    Martinez, L. E.
    Martinoli, M.
    Martončik, M.
    Masters-Waage, T. C.
    Mata, R.
    Mazloomi, H.
    Mccarthy, R. J.
    Millroth, P.
    Mishra, M.
    Mishra, S.
    Mohr, A.
    Moreau, D.
    Myer, A.
    Nadler, A.
    Nair, S.
    Nilsonne, G.
    Niszczota, P.
    O'Mahony, A.
    Oberhauser, M.
    Obloj, T.
    Orhan, M. A.
    Oswald, F.
    Otterbring, T.
    Otto, P. E.
    Padrón-Hernández, I.
    Pan, A. J.
    Paruzel-Czachura, M.
    Pfuhl, G.
    Pirrone, A.
    Porcher, S.
    Protzko, J.
    Qi, S.
    Rahal, R. -M
    Rahman, Md.S.
    Reina, M. L.
    Rentala, S.
    Riaz, Z.
    Ropovik, I.
    Röseler, L.
    Ross, R. M.
    Rotella, A.
    Roth, L. H. O.
    Roulet, T. J.
    Rubin, M. M.
    Sammartino, A.
    Sanchez, J.
    Saville, A. D.
    Schaerer, M.
    Schleu, J. E.
    Schmallenbach, L.
    Schnabel, L.
    Spüntrup, F. S.
    Schumpe, B. M.
    Senanayake, T.
    Seri, R.
    Sheng, F.
    Snider, R. E.
    Song, D.
    Song, V.
    Starnawska, S. E.
    Stern, K. A.
    Stevens, S. M.
    Strømland, E.
    Su, W.
    Sun, H.
    Sweeney, K. P.
    Takamatsu, R.
    Terskova, M.
    Tey, K. S.
    Tierney, W.
    Todorova, M. M.
    Tolstoy, D.
    Torkkeli, L.
    Tybur, J. M.
    Valderrey, F. J.
    Vallina-Hernandez, A. M.
    Vasudevan, R. P.
    Rao, G. V.
    Vernet, A.
    Vissak, T.
    Voss, H.
    Wahle, T.
    Wai, J.
    Wakabayashi, L. E. T.
    Wang, J.
    Wang, P.
    Warmenhoven, R. W.
    Wennberg, K.
    Wernicke, G.
    Woike, J. K.
    Wollbrant, C. E.
    Woodin, G.
    Wright, J. D.
    Xia, Q.
    Xie, Z.
    Yoon, S.
    Yuan, W.
    Yuan, L.
    Yucel, M.
    Zheng, Z.
    Zhou, H.
    Zogmaister, C.
    Zultan, R.
    Collaboration, Generalizability Tests Forecasting
    Examining the generalizability of research findings from archival data2022In: 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)
    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. 

  • 43.
    Doyle, Andrew
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Agendas, influences, and capability: Perspectives on practice in design and technology education2017In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers’ perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers’ (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers’ perceptions, forming a greater understanding of what influences practice in the discipline.

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  • 44.
    Dunbar, Ronan
    et al.
    Athlone Institute of Technology.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Curriculum development for technology teacher education: Integrating pedagogy, epistemology and capability2019Conference paper (Refereed)
  • 45.
    Gumaelius, Lena
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Svärdh, Joakim
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Skogh, Inga-Britt
    KTH, School of Industrial Engineering and Management (ITM). KTH, School of Architecture and the Built Environment (ABE), Philosophy and History, Philosophy.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 4, p. 739-758Article in journal (Refereed)
    Abstract [en]

    In Sweden, there have been multiple large scale interventions to support compulsory school teachers generally and within specific subjects. Due to the costs associated with such interventions it is critical that interim evaluation measures exist which can indicate potential success. Additionally, evaluation measures which can measure the actual impact of interventions relative to their intended aim are also needed as validation tools. The Swedish regional 'Tekniklyftet' or 'Boost of Technology' project which ran from 2011 to 2013 is presented here as a case study exploring evaluation measures for educational interventions in technology education. Three different evaluation approaches were used as measures of the intended outcomes of the intervention. These included (1) analysing the preconditions which exist in schools for teachers of Technology, (2) analysing the use of local long term technology education planning documents (school work plans) developed during the intervention, and (3) analysing the potential change over time in student performance in Technology based on national grades at the end of compulsory school. The findings gained from each approach indicate that the Boost of Technology project was a success. However, there were shortcomings associated with each approach. They are therefore discussed in the Swedish context with the intention to support future international stakeholders in the evaluation of interventions aspiring to develop technology education.

  • 46.
    Hartell, Eva
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning. Athlone Institute of Technology, Ireland.
    Comparative Judgment: An overview2021In: Handbook for Online Larning Contexts: Digital, Mobile and Open: Policy and Practice / [ed] Ann Marcus-Quinn & Tríona Hourigan, Springer International Publishing , 2021, 1, p. 289-307Chapter in book (Refereed)
    Abstract [en]

    There is a growing demand for the use of digital tools in assessment. Few approaches show innovative benefits beyond being logistical aids. Comparative judgment (CJ) has the potential to enhance educational practices by providing a mechanism for reliable assessment, supporting formative feedback, and by supporting critical discourse on evidence of learning. This chapter provides an overview of CJ as it has been used in educational assessment and describes how it can be facilitated by digitalization by providing illustrative examples of research studies, mainly undertaken for formative purposes. Specifically, this chapter provides an introduction to CJ and a description of its theoretical roots, presents possible approaches and agendas for the use of CJ ranging from being a pedagogical tool in a classroom to being a mediator for continuing professional development and discusses implications for practice and future research needs. Ultimately, it is envisaged that this chapter will act as a source of inspiration for educational stakeholders who wish to use CJ to add value to their practice.

  • 47.
    Hartell, Eva
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Status and Trends of STEM Education in Sweden2022In: 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.

  • 48.
    Hartell, Eva
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem. Technical University of Shannon, Ireland.
    Unpacking decision making in comparative judgement: A stimulated thinkaloud methodology to gain insight into young peoples’ decision making2022In: New Visions for Assessment in Uncertain Times: Association for Educational Assessment Europe. / [ed] Christina Wikström, Dublin, Ireland: AEA Europe , 2022, p. 111-111Conference 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.

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    Hartell_Buckley_aeaEpaper
  • 49.
    Hartell, Eva
    et al.
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    Arbeta med komparativ bedömning2018In: Skola och samhälle, E-ISSN 2001-6727Article in journal (Other academic)
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    Bedömningsexempel och sambedömning med hög reliabilitet (Worked Examples and Collaborative Assessment with High Reliability)2017Conference paper (Other academic)
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