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  • 1.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Spatial working memory in mental rotations: A case for exploring neural efficiency and cognitive strategies2018Konferensbidrag (Refereegranskat)
  • 2.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och 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 pupillometry2018Ingår i: Engineering Design Graphics Journal, ISSN 1949-9167, Vol. 82, nr 3, s. 20-32Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Doyle, Andrew
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Adaptive comparative judgement: A mechanism to enrich and enhance assessment practices to support teaching and learning2017Konferensbidrag (Refereegranskat)
  • 4.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM).
    Hyland, Tomás
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Pears, Arnold
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    A comparison of Swedish and Irish secondary students’ conceptions of engineers and engineering using the Draw-an-Engineer Test2019Ingår i: 126th ASEE Annual Conference and Exposition, 2019Konferensbidrag (Refereegranskat)
  • 5.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Howley, Una
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    An exploratory study into the cognitive and behavioural influences on problem solving performance2016Konferensbidrag (Refereegranskat)
  • 6.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Hyland, Tomás
    University of Limerick.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM).
    Seery, Niall
    Athlone Institute of Technology.
    Pears, Arnold
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Engineering education research methods to determine conceptions of engineers and of engineering2019Konferensbidrag (Refereegranskat)
  • 7.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Hyland, Tomás
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM).
    Pears, Arnold
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Investigating perceptions of intelligence as an approach to understanding female representation in technology and engineering education2019Konferensbidrag (Refereegranskat)
  • 8.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    O'Connor, Adrian
    University of Limerick.
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM).
    Hyland, Tomás
    University of Limerick.
    Canty, Donal
    University of Limerick.
    Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students2019Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, nr 1, s. 75-106Artikel i tidskrift (Refereegranskat)
    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.

  • 9.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    O'Neill, Colm
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Technology mediated assessment of dynamic spatial ability2016Konferensbidrag (Refereegranskat)
  • 10.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Phelan, Joseph
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    Assessing visual perception in virtual reality environments2016Konferensbidrag (Refereegranskat)
  • 11.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    An investigation into problem solving approaches adopted during graphical reasoning episodes2016Konferensbidrag (Refereegranskat)
  • 12.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM).
    Balancing curriculum intent with expected student responses to designerly tasks2018Ingår i: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 23, nr 1, s. 26-39Artikel i tidskrift (Refereegranskat)
    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.

  • 13.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Framing spatial cognition: Establishing a research agenda2016Ingår i: ASEE Engineering Design Graphics Division 70th Mid-Year Conference, 2016Konferensbidrag (Refereegranskat)
  • 14.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    The potential bifurcation of static and dynamic spatial cognitive processes2016Ingår i: ASEE Engineering Design Graphics Division 71st Mid-Year Conference, 2016Konferensbidrag (Refereegranskat)
  • 15.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Seery, Niall
    KTH, Skolan för industriell teknik och 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 education2018Ingår i: Educational psychology review, ISSN 1040-726X, E-ISSN 1573-336X, Vol. 30, nr 3, s. 947-972Artikel i tidskrift (Refereegranskat)
    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.

  • 16.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    An exploratory analysis into the relationships between spatial factors, domain-free general capacities and general fluid intelligence2017Konferensbidrag (Refereegranskat)
  • 17.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    Examining the components of fluid intelligence: Implications for STEM education2018Ingår i: , 2018Konferensbidrag (Refereegranskat)
  • 18.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Athlone Institute of TechnologyCo. WestmeathIreland.
    Canty, Donal
    Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities2017Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Artikel i tidskrift (Refereegranskat)
    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.

  • 19.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    Insights from eye-tracking and pupillometry in design education research2017Konferensbidrag (Övrigt vetenskapligt)
  • 20.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). Athlone Institute of Technology, Westmeath, Ireland.
    Canty, Donal
    University of Limerick.
    Investigating the use of spatial reasoning strategies in geometric problem solving2018Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, nr 2, s. 341-362Artikel i tidskrift (Refereegranskat)
    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.

  • 21.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    Spatial cognition in engineering education: Developing a spatial ability framework to support the translation of theory into practice2017Ingår i: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Artikel i tidskrift (Refereegranskat)
    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.

  • 22.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och 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 assessment2019Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    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.

  • 23.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    The validity and reliability of online testing for the assessment of spatial ability2016Ingår i: ASEE Engineering Design Graphics Division 71st Mid-Year Conference, 2016Konferensbidrag (Refereegranskat)
  • 24.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). Athlone Institute of Technology.
    Canty, Donal
    University of Limerick.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM).
    On intelligence in technology education: Towards redefining technological capability2018Konferensbidrag (Refereegranskat)
    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.

  • 25.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM).
    Canty, Donal
    University of Limerick.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM).
    Visualization, inductive reasoning, and memory span as components of fluid intelligence: Implications for technology education2018Ingår i: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 90, nr 1, s. 64-77Artikel i tidskrift (Refereegranskat)
  • 26.
    Buckley, Jeffrey
    et al.
    KTH, Skolan för industriell teknik och management (ITM).
    Seery, Niall
    KTH, Skolan för industriell teknik och 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 study2018Ingår i: Research in Science and Technological Education, ISSN 0263-5143Artikel i tidskrift (Refereegranskat)
    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. 

  • 27.
    Canty, Donal
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM), Lärande. Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Research paper on features of skills development in technology education2019Rapport (Övrigt vetenskapligt)
  • 28. Canty, Donal
    et al.
    Buckley, Jeffrey
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    O'Connor, Adrian
    Kelly, Matt
    The validity of digital badges as a currency for soft skill attainment2015Konferensbidrag (Refereegranskat)
  • 29.
    Canty, Donal
    et al.
    University of Limerick.
    Seery, Niall
    Athlone Institute of Technology.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Inducting ITE students in assessment practices through the use of comparative judgement2019Konferensbidrag (Refereegranskat)
  • 30.
    Canty, Donal
    et al.
    University of Limerick, Limerick, Ireland.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Athlone Institute of Technology, Athlone, Ireland.
    Hartell, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Doyle, Andrew
    University of Limerick, Limerick, Ireland.
    Integrating Peer Assessment in Technology Education through Adaptive Comparative Judgment2017Ingår i: PATT34: Technology & Engineering Education – Fostering the Creativity of Youth Around The Globe, Philadelphia, Pennsylvania, USA, 2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Advocates of assessment ‘for’ learning argue for its use as a diagnostic tool to support direct and meaningful feedback in a way that is a pedagogical feed-forward.  Implementations and interpretations of assessment for learning have begun to push the boundaries of educational transactions to actively include the learner in the process of assessment (Black & Wiliam, 1998; Orsmond, Merry, & Reiling, 2000; Sadler, 2009; Yorke, 2003).  Critically, assessment ‘as’ learning encourages self and peer appraisal as a self-regulatory act.

    With design and technology education requiring a disposition of enquiry and critique it is critically important that appraisal as a self-regulatory act is developed as a central element of practice. Recognising the impact assessment has on shaping the learning experience (Orsmond et al., 2000), the role and position of the student in assessment activities becomes increasingly important when the outcomes of learning are value laden. The goal is to lead students away from uncritical indoctrination in the technology education discipline to a space where they can conceive and imagine the subject for what it should be. This study looks at how assessment practise can be augmented to support ITTE (Initial Technology Teacher Education) students in developing a disposition appropriate to the goals of technology education.

    This study utilised the Adaptive Comparative Judgment (ACJ) method of assessment (Kimbell, 2008) as the medium for the integration of peer assessment in a Technology based ITTE programme. Students (n= 136) presented their own conception of capability through an e-portfolio and holistically assessed the work of their peers using non-explicit assessment criteria.

    This paper presents the findings from a study that implemented a student-centred approach to assessment in design and technology education. Both qualitative and quantitative methods were employed to evaluate the impact of the initiative on student behaviour, values and capability. Results present student reactions to holistic peer assessment and examine the impact that the integration of the assessment method had on student learning.

  • 31.
    Delahunty, Thomas
    et al.
    Univ Nebraska, Lincoln, NE 68588 USA..
    Seery, Niall
    KTH. Athlone Inst Technol, Athlone, Ireland.
    Lynch, Raymond
    Univ Limerick, Limerick, Ireland..
    Exploring the Use of Electroencephalography to Gather Objective Evidence of Cognitive Processing During Problem Solving2018Ingår i: Journal of Science Education and Technology, ISSN 1059-0145, E-ISSN 1573-1839, Vol. 27, nr 2, s. 114-130Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 32.
    Doyle, Andrew
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande. University of Limerick, Limerick, Ireland..
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM). University of Limerick, Limerick, Ireland..
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases2016Ingår i: PATT-32 Proceedings: Technology Education for 21st Century Skills / [ed] de Vries, Marc J; Bekker-Holtland, Arien; and van Dijk, Gerald, Utrecht, the Netherlands, 2016, s. 141-149Konferensbidrag (Refereegranskat)
    Abstract [en]

    It is widely agreed that developed pedagogical content knowledge (PCK) is a knowledge base unique to teachers. Therefore, the successful development of a teacher can be evaluated in terms of an evolved PCK. However, research has shown that teachers in later professional life phases (PLP’s) are at a greater risk of being less effective (Day & Gu, 2007). Given that the rational and grade point-orientated nature of the Irish education system hinders the development of an integrated pedagogy (Commission on the Points System, 1999; Hennessy, Hinchion, & Mcnamara, 2011), this paper explores the relationship between technology teachers’ PLP and their orientations towards teaching as a critical construct of PCK.The study cohort consisted of practicing technology teachers (n=9) ranging in experience from 4 to 31 years of classroom practice. An interpretive research methodology was employed whereby participants were involved in semi-structured interviews focused on eliciting an understanding of participants’ knowledge and beliefs around the purposes and goals of teaching technology. The findings suggest that technology teachers’ orientation towards teaching varies as teachers’ progress through their teaching career. It emerged that participants in earlier PLP’s are more likely to display a pupil-centred orientation towards teaching whereas teachers in later PLP’s are inclined to adopt transmission pedagogies suggesting a teacher-centred orientation towards teaching.

  • 33.
    Doyle, Andrew
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    Buckley, Jeffrey
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Agendas, influences, and capability: Perspectives on practice in design and technology education2017Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Artikel i tidskrift (Refereegranskat)
    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.

  • 34. Doyle, Andrew
    et al.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Athlone Institute of Technology, Athlone, Ireland..
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    McGuiness, John
    University of Limerick, Limerick, Ireland..
    Professional Continuity: Investigating the Alignment of Technology Teachers’ Internal Capability Constructs2017Ingår i: In Proceedings of the Pupils Attitudes Towards Technology (PATT-34) Conference: Technology & Engineering Education - Fostering the Creativity of Youth Around the Globe. 10-14th July, Philadelphia, Pennsylvania, USA., 2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    In contemporary education, teachers’ epistemological beliefs governing what and how to teach are important due to their influence on practice, pedagogy, assessment, and the learner. Teachers’ beliefs are perhaps of more significance in technology education as defining clear subject boundaries regarding ‘what to teach’ has traditionally proven difficult. Despite this, there are recognisable practices, processes and outputs that are considered of value to the learner. This research sets out to explore the level of professional continuity among educators regarding such outputs in technology education.

    Initial data collection involved the generation of authentic evidence in response to an open design task. Participants were sought from five schools across Ireland. The cohort consisted of first- and second-year technology education pupils (n=64) in post-primary education. Following this, technology teachers (n=27) were engaged in the holistic assessment of pupil work utilising the Adaptive Comparative Judgment (ACJ) method. The ACJ method relies on a series of binary judgments between two pieces of evidence, effectively producing a rank order of evidence.

    In alignment with previous studies utilising the ACJ method, teachers generated very high levels of reliability when tasked with the adjudication of pupil work, despite the lack of assessment criteria. This suggests an implicit understanding of capability among teachers, irrespective of variables such as culture, context or curricula. Interestingly however, not all teachers engaged in judgements agreed consensually. Taking cognisance of this, an analysis of constructs of capability highlighted five criteria that governed teachers’ adjudication on portfolios. The significance of these criteria and the continuity between teachers’ constructs of capability is discussed.  

  • 35.
    Doyle, Andrew
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM), Lärande. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice2019Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 36.
    Doyle, Andrew
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Hartell, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice2018Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.

  • 37.
    Dunbar, Ronan
    et al.
    Athlone Institute of Technology.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Curriculum development for technology teacher education: Integrating pedagogy, epistemology and capability2019Konferensbidrag (Refereegranskat)
  • 38.
    Hartell, Eva
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Doyle, Andrew
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Seery, Niall
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Arbeta med komparativ bedömning2018Ingår i: Skola och samhälle, E-ISSN 2001-6727Artikel i tidskrift (Övrigt vetenskapligt)
  • 39.
    Hartell, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Canty, Donal
    University of Limerick.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Doyle, Andrew
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Buckley, Jeffrey
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Bedömningsexempel och sambedömning med hög reliabilitet (Worked Examples and Collaborative Assessment with High Reliability)2017Konferensbidrag (Övrigt vetenskapligt)
  • 40.
    Hyland, Tomás
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Gordon, Seamus
    The predictive capacity of spatial ability for knowledge retention in third level technology and engineering education2019Konferensbidrag (Refereegranskat)
  • 41. Hyland, Tomás
    et al.
    Buckley, Jeffrey
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Gordon, Seamus
    Canty, Donal
    Assessing design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework2018Konferensbidrag (Refereegranskat)
  • 42.
    Hyland, Tomás
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Gordon, Seamus
    University of Limerick.
    Canty, Donal
    University of Limerick.
    Integrating assessment and design activity in engineering education: A proposed synthesis of adaptive comparative judgement and the CDIO framework2018Ingår i: Engineering Design Graphics Journal, ISSN 1949-9167, Vol. 82, nr 2, s. 1-16Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    One of the leading frameworks in engineering education specifically associated with design based competencies is the CDIO framework. This has been incorporated internationally into many institutions offering engineering education courses. Characterized by four unique stages, the CDIO framework affords an ideal scenario to incorporate a continuous assessment model. This paper presents a proposed synthesis between CDIO and Adaptive Comparative Judgement (ACJ). In particular, the opportunity to provide feedback through the ACJ system is theorized to have potentially positive educational effects. As part of a larger study, this approach is in the process of being refined prior to implementation as a pilot study for feasibility which will ultimately be succeeded by large-scale implementation to determine any potentially positive effect sizes.

  • 43.
    Hyland, Tomás
    et al.
    University of Limerick.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Power, Jason
    Michigan Technological University.
    Gordon, Seamus
    Investigating the relationships between spatial ability, interest, and task experience on knowledge retention in engineering education2018Konferensbidrag (Refereegranskat)
  • 44. O'Connor, Adrian
    et al.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Seery, Niall
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Cleveland-Innes, Martha
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Identifying, developing and grading “soft skills” in higher education: A technological approach2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Identifying, developing and grading soft skills, i.e., transversal cross-curricular competencies, in higher education requires the recognition of key qualities, the capacity to discriminate between these qualities and a mechanism to validly and reliability grade soft skill acquisition. This research proposes a technological infrastructure that acknowledges the importance of self-assessment, peer observation and teacher evaluation when adjudicating on subjective and often personal data. The proposal has the capacity to balance, weight and triangulate the objective and subjective evidence of soft skill acquisition ensuring the validity and reliability of the resultant accreditation. Accreditation of soft skills was in the form of digital badges. Using the proposed technological approach, the identification, development and grading of soft skills can be reviewed, tracked and managed over time to demonstrate competencies with respect to both the context and situation. The technological approach empowers stakeholders as critical partners within the assessment process and supports the ecological validity of their judgements based on the evidence submitted for accreditation. Reliability is strengthened by the triangulation of these judgements. Though more significantly, the technological approach facilitates the capacity to weight stakeholders’ decisions relative to the context and situation.

  • 45. Phelan, Joseph
    et al.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Canty, Donal
    Seery, Niall
    Athlone Institute of Technology, Ireland.
    A proposed research agenda for investigating the nature of designerly thinking in action2017Konferensbidrag (Refereegranskat)
  • 46. Power, Jason
    et al.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Seery, Niall
    Athlone Institute of Technology, Ireland.
    Visualizing success: Investigating the relationship between ability and self-efficacy in the domain of visual processing2016Konferensbidrag (Refereegranskat)
  • 47. Power, Jason
    et al.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Seery, Niall
    Athlone Institute of Technology, Ireland.
    Canty, Donal
    Investigating the factor structure of pupils attitudes towards technology2016Konferensbidrag (Refereegranskat)
  • 48.
    Rowan, Neil
    et al.
    Athlone Institute of Technology.
    Buckley, Jeffrey
    KTH, Skolan för industriell teknik och management (ITM). Athlone Institute of Technology.
    Seery, Niall
    Athlone Institute of Technology.
    Murray, Niall
    Athlone Institute of Technology.
    Blending immersive and educational technologies to inform sustainability and diversification of workforce training through machine interface learning using sterilization technologies as model – quo vadis?2019Konferensbidrag (Refereegranskat)
  • 49.
    Seery, Niall
    et al.
    Athlone Institute of Technology, Ireland.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    The validity and reliability of adaptive comparative judgements in the assessment of graphical capability2016Konferensbidrag (Refereegranskat)
  • 50.
    Seery, Niall
    et al.
    Athlone Institute of Technology, Ireland.
    Buckley, Jeffrey
    University of Limerick, Ireland.
    Bowe, Brian
    Carthy, Darren
    Spatial ability in education: A national study2016Konferensbidrag (Refereegranskat)
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