ERIC Number: EJ812922
Record Type: Journal
Publication Date: 2008-Jan
Abstractor: As Provided
Reference Count: 0
The Technology Fair: A Project-Based Learning Approach for Enhancing Problem Solving Skills and Interest in Design and Technology Education
Mettas, Alexandros C.; Constantinou, Constantinos C.
International Journal of Technology and Design Education, v18 n1 p79-100 Jan 2008
This paper presents an innovative way in which university education can help pre-service teachers become better problem-solvers. The central idea is to use the "Technology Fair" as a means for promoting pre-service teachers pedagogical content knowledge about technological problem solving skills. This innovation is supported with results from a study carried out in autumn 2004. The purpose of the study was to investigate the influence of a procedure of working with primary school children to complete and present a technology fair project, on the educational value and meanings attached to problem solving skills by pre-service teachers. Pre-tests, mid-test and post-tests were administered to the pre-service teachers before, during, and after the preparation of the technology fair, respectively. A number of pre-service teachers were selected and interviewed after the completion of the technology fair. Data were also collected from reflective diaries kept by the pre-service teachers during the preparation phase of the technology fair. Analysis of the results indicates that the technology fair contributes to the development of positive values and attitudes in technology education and has a significant influence on improving pre-service teachers understanding and application of problem solving strategies within the domain of technology.
Descriptors: Student Projects, Active Learning, Problem Solving, Pedagogical Content Knowledge, Technology Education, Preservice Teacher Education, Pretests Posttests, Interviews, Student Teacher Attitudes, Student Journals, Science Fairs, Hands on Science, Design Crafts, Competency Based Teacher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A