Chinese technology teacher challenges to infuse engineering design into technology education
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Chinese technology teacher challenges to infuse engineering design into technology education Yanyan Zhang1 · Todd R. Kelley2 · Jianjun Gu1 Accepted: 7 September 2020 © Springer Nature B.V. 2020
Abstract This article reports an investigation of challenges faced by Chinese technology teachers to infuse engineering design into technology education. A five-point Likert scale, including 25 items, was designed and 339 teachers participated in this survey voluntarily. Consequently, 333 qualified questionnaires were analyzed, and the following results were obtained: Firstly, 15 items’ mean scores are higher than the mid-point for a five-point Likert scale with mean scores falling between 3 = Very Often and 4 = Always. Moreover, the mean scores of 25 items are all above 2. Secondly, male technology teachers (M = 2.69) have significantly fewer challenges than female technology teachers (M = 2.97). Thirdly, there was no significant teaching experience differences in challenges. Fourthly, teachers from Zhejiang Province (M = 2.62) whose subjects of college entrance examination include General Technology are likely experiencing fewer challenges than teachers from other regions (M = 2.95). These findings also give us some implications to promote technology education. Keywords Teacher challenges · Technology education · Engineering design · Chinese technology teacher
Background Technology education is increasingly raising concern among educators worldwide. There are different terms to describe technology education in different countries, such as Technology and Engineering Education in the United States (Moye et al. 2015), Design and Technology Education in England (Department for Education 2013), Technical Education in France (Dundas-Grant 1987), Technology education in China (Zhang et al. 2018) and * Jianjun Gu [email protected] Yanyan Zhang [email protected] 1
School of Education Science, Nanjing Normal University, No. 122 Ninghai Road, Gulou District, Nanjing 210097, Jiangsu Province, China
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Department of Technology Leadership and Innovation, Purdue University, West Lafayette, IN 47907, USA
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Netherlands (de Vries 1999). Regardless of the term used, the universal goal is to help students to become technologically literate (Rasinen 2003). These titles were synonymous in this research. They can be referred to as technology education. There is increasing support for engineering design as a focus for technology education (Kelley 2017). Daugherty (2005) proposed that the engineering design concept should be infused into technology to support technology teacher education. Wicklein (2006) put forward five good reasons for engineering design as the focus for technology education. Hill (2006) thought a movement to embrace engineering design as a focal element in technology education would be another significant event in the ongoing history of technology education and could become another benchmark in shaping the profession. And, Hynes et al. (2011) pointed out that integrated tec
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