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Series Editor:
Technology Education has gone through a lot of changes in the past decades. It has developed from a craft oriented school subject to a learning area in which the meaning of technology as an important part of our contemporary culture is explored, both by the learning of theoretical concepts and through practical activities. This development has been accompanied by educational research. The output of research studies is published mostly as articles in scholarly Technology Education and Science Education journals. There is a need, however, for more than that. The field still lacks an international book series that is entirely dedicated to Technology Education. The International Technology Education Studies aim at providing the opportunity to publish more extensive texts than in journal articles, or to publish coherent collections of articles/chapters that focus on a certain theme.
In this book series monographs and edited volumes will be published. The books will be peer reviewed in order to assure the quality of the texts.
In this book series monographs and edited volumes will be published. The books will be peer reviewed in order to assure the quality of the texts.
The Biotechnology Learning Series is aimed to bring about discussion around the introduction of biotechnology in schools and tertiary learning environments. Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The development of scientifically and technologically literate citizens has been almost universally welcomed as a desirable goal for education and the introduction of biotechnology in schools can contribute to this. This series will include publications on communicating biotechnology, linking schools, industry and research, case studies of classroom research in introducing biotechnology, bioethics, futures and critical thinking in biotechnology. Although the context for the series is specifically biotechnology the publications will be useful to science and technology educators internationally. The Biotechnology Learning Series arose from research and development work for The New Zealand Biotechnology Learning Hub. The Hub was developed to make modern biotechnology more accessible to school teachers and students. The issue for teachers and science and technology educators is how to provide learning experiences in this area. The Hub funded by the New Zealand Government consists primarily of an on-line portal (www.biotechlearn.org.nz) containing case studies and resources of biotechnology in action alongside teacher resources that demonstrate how biotechnology contexts can be transferred into a classroom setting to contribute to teacher and student scientific and technological literacy. The editors of the series encourage proposals from researchers in science and technology education.
Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North-America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa.
Key Terms and Concepts in Teaching and Learning
Series Editor:
This series features short handbooks focusing on the special language used in a wide variety of educational disciplines ranging from science education to educational leadership. Possessing an understanding of the unique vocabulary within a scholarly domain is vital to foster shared communication for those who wish to understand a discipline and even more important for those who wish to contribute to it. This is particularly true for those new to the academic language of a particular educational arena. Each book in the series may be seen as a set of very short stories introducing a particular discipline in education.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
Series Editor:
There continues to be growing concern about the state of the environment, yet we are often confused by the complexities of economic, ethical, political, and social issues related to it. Daily, there are references in the news media to environmental issues such as global climate change, ozone depletion, dwindling resources, famine, disease, loss of biodiversity, pollution, and continuing job losses in many BC communities. The problems we face both as individuals and within our broader society are now so pervasive and ingrained within our cultural ways of being that we can no longer look to education about science and technology alone to solve these problems. Resultantly, environmental learning can and should include a sustained critique on dominant societal and industrial practices that often contribute to widespread and localized environmental problems.
We must also turn to ourselves as individuals, as researchers and as educational professionals to make change and develop a new ethic - aresponsible attitude toward caring for the earth. Working to integrate environmental learning within all subject areas promotes this change in attitude by providing students with opportunities to experience and investigate the relationships linking individuals, societies, and natural surroundings. Education ‘about’, ‘in’ and ‘for’ the environment provides students with opportunities to learn about the functioning of natural systems, to identify their beliefs and opinions, consider a range of views, and ultimately make informed and responsible choices for themselves, their families and communities. This book series aims to look at environmental learning and the associated educational research related to these practices from a broad and international perspective.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
We must also turn to ourselves as individuals, as researchers and as educational professionals to make change and develop a new ethic - aresponsible attitude toward caring for the earth. Working to integrate environmental learning within all subject areas promotes this change in attitude by providing students with opportunities to experience and investigate the relationships linking individuals, societies, and natural surroundings. Education ‘about’, ‘in’ and ‘for’ the environment provides students with opportunities to learn about the functioning of natural systems, to identify their beliefs and opinions, consider a range of views, and ultimately make informed and responsible choices for themselves, their families and communities. This book series aims to look at environmental learning and the associated educational research related to these practices from a broad and international perspective.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Abstract
This study examined South Korean and African teachers’ perceptions of creativity in teaching and their professional development experiences, ideas about creative strategies, and creativity inducible environments. We also examined possible differences between the teachers from the two continents in their perceptions, ideas, and experiences. Participants in the study consisted of 93 South Korean and African K-12 teachers. Data were collected through on- and offline surveys. For analysis, the study employed independent samples t-test, Chi-square, and Pearson correlations to examine the differences in the perceptions of the two groups as well as any correlations between variables. Findings showed that the teachers were commonly limited in their perceptions of creativity. In terms of difference, South Korean teachers perceived ‘ethicality’ as higher than African teachers indicating Korean teachers’ strong consideration for ethics in creativity. Though creativity was not part of the initial teacher education programs in both groups, the study revealed that most Korean teachers developed their ideas about teaching for creativity during in-service teacher development programs whereas African teachers developed their ideas about teaching for creativity mainly through personal experience. Generally, both groups shared similar ideas on what constitutes strategies to foster student creativity. In creativity inducible learning environment, Korean teachers perceived flexible use of time, and flexible use of space higher than Africans whilst Africans perceived flexibility and free movement around the space higher than Koreans. Implications for teacher development for fostering student creativity are provided.
Abstract
This study explores the relationship between Teacher Digital Competencies (tdc) and Teacher Self-Efficacy (tse), which affects student outcomes and academic success. With the increasing use of technology in education, the covid19 pandemic highlighted the need for effective use of technology in classrooms. This research examines if tse and other factors such as sociodemographic and school characteristics explain tdc for Korean and Colombian teachers. The study also compares tse levels before and after the pandemic. Results show that tse, sociodemographic factors, and school characteristics explain Colombian tdc, whereas only tse explains Korean tdc. Colombian teachers had higher tse than Korean teachers before and after the pandemic. While tse levels decreased for both countries, there was a surprising increase in the means for tse related to ict. This study highlights the need for further research on tse and tdc in different societies.
Reflections on Good Practices
In this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analyze the kind of informal and formal educational activities that take place under the umbrella of the Maker Movement and then relate this to the field of Technology Education to uncover what researchers, innovators and teachers in this field can learn from the principles, ideas and practices that are central to the Maker Movement and vice versa.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
Reflections on Good Practices
In this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analyze the kind of informal and formal educational activities that take place under the umbrella of the Maker Movement and then relate this to the field of Technology Education to uncover what researchers, innovators and teachers in this field can learn from the principles, ideas and practices that are central to the Maker Movement and vice versa.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.
Abstract
With the promotion of national innovation and entrepreneurship education policy, makers have stepped out of old workshops, basements, coffee rooms, old factories, simple classrooms and laboratories, and stepped into the vision of government, industry, society, and schools. For this chapter, two typical cases have been selected to analyze the educational practice of Maker education in China. These cases could provide a reference for world education reform and the promotion of lifelong learning for all people.