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PATT 37 Malta, 2019 Page | 1 PATT 37 Malta, 2019 Page | 1 PATT 37 Malta, 2019 Page | 2 PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta June 2019 Sarah Pulé and Marc J. de Vries, eds. Department of Technology and Entrepreneurship Education Faculty of Education University of Malta ISBN: 9 789995 714796 First published in Malta in 2019 by the Department of Technology and Entrepreneurship Education © University of Malta, Msida, , Sarah Pulé PATT 37 Malta, 2019 Page | 3 PATT 37 Malta, 2019 Page | 4 Review Panel Piet Ankiewicz University of Johannesburg South Africa. Stephanie Atkinson University of Sunderland UK. Cecilia Axell Linköping University Sweden. Marc Anthony Azzopardi University of Malta Malta. Moshe Barak Ben-Gurion University of the Negev Israel. David Barlex Brunel University London UK. Scott Bartholomew Purdue University USA. Vomaranda Joy Botleng Université de Bordeaux France. Jeffrey Buckley Athlone Institute of Technology Ireland. Leonard Busuttil University of Malta Malta. Mario Camilleri University of Malta Malta. Donal Canty University of Limerick Ireland. Marjolaine Chatoney Aix-Marseille Université France. Osnat Dagan Beit Berl College Israel. Michael Daugherty University of Arkansas USA. Michael de Miranda Texas A&M University USA. Marc de Vries Delft University of Technology Netherlands. Elizabeth Deuermeyer Texas A&M University USA Edward Duca University of Malta Malta. Ronan Dunbar Athlone Institute of Technology Ireland. Jonas Hallström Linköping University Sweden. Eva Hartell KTH Royal Institute of Technology Sweden. Dawne Irving-Bell Edge-Hill University UK. Steve Keirl Goldsmiths University of London UK. Nina Kilbrink Karlstad University Sweden. Remke Marleen Klapwijk Delft University of Technology Netherlands. Ruth Lemon University of Auckland New Zealand Eila Lindfors University of Turtu Finland Carmel Navarro University of Malta Malta. Sonja Niiranen Tampere University of Technology Finland. Suzanne Piscopo University of Malta Malta. Lorraine Portelli University of Malta Malta. Sarah Pulé University of Malta Malta. Marion Rutland University of Roehampton UK. Niall Seery Athlone Institute of Technology Ireland. Kay Stables University of London UK. Torben Steeg Manchester Metropolitan University UK. Francois Van As University of Johannesburg South Africa. Gerald Van Dijk Utrecht University of Applied Sciences Netherlands. John Williams University of Waikato New Zealand. David Wooff University of Sunderland UK. Organisation Board Sarah Pulé, Carmel Navarro and the University of Malta conference unit. Advisor and PATT Foundation representative Marc J. de Vries. PATT 37 Malta, 2019 Page | 5 Welcome to PATT 37 Msida, Malta Developing a knowledge economy through technology and engineering education. Technology is pervasive in modern life and the economies of countries usually depend on how this is understood, developed, used and critiqued. With the advent of technologies which might disrupt the way we operate, becoming technologically literate and developing technological habits of mind is increasingly important for societies that value human capital. Design and Technology education can be seen to have multidimensional roles. Research stimulates debate about important concepts and helps to answer questions such as the following: 1. Is design and technology education only for developers or producers of technology, or is it suitable for all citizens? 2. What knowledge and skills within design and technology education are transferable to future contexts within the workplace or for life? 3. How can we democratize technological knowledge and skills through design and technology education? 4. Specialised technological knowledge versus generalised technological knowledge: which is more suited for developing a knowledge economy based on human capital? 5. How can design and technology education contribute to generating future workplaces based on creativity and innovation? 6. What pedagogies are most suited to design and technology education? 7. How can design and technology education prove useful for everyday life? 8. How can design and technology education help to develop cultural capital? 9. What are the expectations for learning outcomes from different educational levels of design and technology education, ranging from primary, secondary, post-secondary and tertiary education? PATT conference 2019 is open to the research topics which inform on the topics above as well as others relevant to the area of technology education, such as: a) curriculum content, b) STEAM philosophy, c) classroom practices, d) technological vocational education, e) project based learning and assessment for technology education, f) design knowledge and processes etc. PATT is an international community of technology education colleagues (researchers, teacher educators, teachers, etc.) who are interested in educational research as a support to developments in technology teaching. PATT is open to all. There is no membership. Proceedings of previous conferences can be found at the ITEEA website (https://www.iteea.org/Activities/Conference/PATT/PATTConferences.aspx). PATT 37 is a historical milestone for Maltese education in Design, Technology and Engineering in Malta since it is the first international conference focused on the teaching of technology from the primary level of schooling, to secondary, post-secondary and tertiary. We believe that this conference will make an interesting, valuable and significant contribution to the scholarly discourses of Technology education. We are convinced that the introduction of an international perspective into technology education will act to inspire Maltese stakeholders to become more participant within the international community of researchers and we hope that Technology education will continue to grow and mature through scholarly analysis and communication. Sarah Pulé and Carmel Navarro University of Malta Conference conveners June 2019 PATT 37 Malta, 2019 Page | 6 PATT PUPILS’ ATTITUDE TOWARD TECHNOLOGY PATT conferences began in 1985 when a small scale workshop on attitude research about technology was held in the Netherlands. Thus began a series of international conferences that continues today. In the early conferences, colleagues from different countries came together to discuss the possibilities and share research about exploring the attitudes of young people to technology, using an instrument that has been developed in the Netherlands, and is still used today. The format of the first PATT conference set the trend for future conferences – no keynote presentations, no parallel sessions and plenty of time for discussion. While the scope of the issues for discussion and the research presented has extended to all aspects of technology education, the conferences have fostered a strong community of scholars of Technology Education, many of whom regularly attend the PATT conferences. PATT 37 Malta, 2019 Page | 7 Contents A comparative study of the content of two documents: The Design and Technology National Curriculum in England and New Zealand’s Technology curriculum. ..................................................................... 13 Stephanie Atkinson Technology Education in a Sámi School: Using Cultural Artefacts as a Learning Tool. .................................................................................. 25 Cecilia Axell Programming as a New Content in Swedish Preschool: What Is It and How Is It Done? ................................................................................... 39 Cecilia Axell, Karin Stolpe A quantitative analysis of Maltese educational pathways and their impact on the take-up of the engineering profession. ..................... 49 Marc Anthony Azzopardi, Brian Zammit, Daniel Micallef, Daniel Buhagiar, Monique Borg Inguanez, Fiona Sammut, Alexia Pace Kiomall, Mario Cachia, Sarah Pulé. First, Last, Elsewhere … Positioning Adaptive Comparative Judgment in the Design Learning Experience.................................. 65 Scott Bartholomew, Liwei Zhang, Esteban Garcia Bravo, Greg J. Strimel Another way of teaching programming............................................. 75 Lars Björklund Learning through design and make: Producing originally-thought- out products versus producing pre-designed products downloaded from data files. .................................................................................... 83 Vomaranda Joy Botleng, Stéphan Brunel, Philippe Girard Teaching modelling using digital tools in secondary technology education: Teachers’ experiences. .................................................... 95 Helen Brink, Nina Kilbrink, Niklas Gericke Investigating perceptions of intelligence as an approach to understanding female representation in technology and engineering education. .......................................................................................... 103 Jeffrey Buckley, Tomás Hyland, Niall Seery, Lena Gumaelius, Arnold Pears Inducting ITE students in assessment practices through the use of comparative judgment. ..................................................................... 117 Donal Canty, Jeffrey Buckley, Niall Seery PATT 37 Malta, 2019 Page | 8 Integrative STEM Education - A New M.Ed. Program: Development, Objectives, and Challenges. ............................................................ 125 Osnat Dagan, Noa Ragonis, Daphne Goldman, Tili Wagner Scale Development for Measuring iDesign Content Connections in Pre-Service STEM Teachers. ...........................................................
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