A model of junior high school students’ attitudes toward technology

Yu, Kuang-Chao; Lin, Kuen Yi; Han, Feng-Nien; Hsu, I-Ying

doi:10.1007/s10798-011-9154-8

Cited by 25 publications

(12 citation statements)

References 11 publications

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“…The tool in question is Lee's (1999Lee's ( , 2008 examination tool, which was modified to assess attitudes to engineering. His study tool is a Korean version of the tool used in the Pupils' Attitudes Towards Technology (PATT) project (Ardies, De Maeyer, & Gijbe, 2014;Van Rensburg, Ankiewicz, & Myburgh, 1999;Volk & Yip, 1999;Yu, Lin, Han, & Hsu, 2012) that has already been conducted several times internationally. Researchers investigating attitudes toward engineering in South Korea typically replaced "technology" with "engineering" in Lee's (1999Lee's ( , 2008 survey questions to assess attitudes toward engineering.…”

Section: Attitudes Toward Engineeringmentioning

confidence: 99%

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Kwon

2016

EURASIA J MATH SCI T

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The purpose of this study was to investigate the effect of motivation to learn technology, as perceived by South Korean middle school students, on their attitudes toward engineering. Using the instruments of Glynn et al. (2011) and Lee (2008), the study focused on eighth and ninth grade students in four middle schools located in South Korea's larger cities. The study identified a positive correlation between middle school students' motivation to learn technology and their attitudes toward engineering. Also, the engineering interest was found to be mostly affected by motivation to learn technology; and the engineering curriculum and engineering consequence, by career motivation. Based on the educational implications of these study findings, this essay discusses the implementation of engineering in the middle school technology curriculum.

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Section: Attitudes Toward Engineeringmentioning

confidence: 99%

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Kwon

2016

EURASIA J MATH SCI T

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“…Posteducational career prospects for these students can be enhanced through accessible and meaningful STEM education opportunities. Student STEM educational experiences in secondary education influence pursuit of STEM-related careers (Yu et al 2012). Equitable access to these experiences would prospectively encourage these traditionally underrepresented students (students with disabilities and students with LEP) to choose STEM majors and, subsequently, future careers.…”

Section: Introductionmentioning

confidence: 99%

Supporting students with disabilities and limited English proficiency: STEM educator professional development participation and perceived utility

Ernst

Williams

2015

IJ STEM Ed

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Background: Professional development offerings assist K-12 educators in addressing new and evolving classroom dynamics, circumstances, and situations. With the emerging demands of an increasingly science, technology, engineering, and mathematics (STEM)-infused society, teachers are challenged to provide high-quality service and equitable educational opportunities to all STEM education students, particularly to those students who traditionally are underrepresented in comparison to their peers in STEM education and/or have aspirations of participation in STEM-related careers. This study investigated K-12 STEM educator participation and perceived utility regarding professional development addressing specific needs of students with identified categorical disabilities and limited English proficiency (LEP).Results: Collection and analysis methods employed data retrieval and tabulation from the 2011-2012 School and Staffing Survey (SASS) Teacher Questionnaire (TQ). The national restricted access dataset was used to identify targeted teacher populations as well as provide a profile of STEM teacher participation in practice-oriented professional development activities regarding the two specified student groups. The results were categorically summarized and compared across science, technology, and mathematics (STM) disciplines and also between STM educators, non-STM educators, and educators in general. Conclusions: The results indicated that STM teachers tended to engage in fewer professional development opportunities and dedicated fewer hours in the professional development regarding students with categorical disabilities and LEP than the remainder of the teaching population. Overall, STM teachers' perceived utility of the provided professional development experience was lower than that of the remainder of the teaching population.

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“…Moreover, at education systems, where intensive technology education begin already in K1 and it is vertically connected to K9, students have more positive affirmations to future careers in technical/engineering study and professions (Eurydice, 2016;Yu et al, 2012). Students who are aware of consequences of technology scored significantly higher (p<0.05) in creativity test, but still students in grade 6 and grade 9 did not feel comfortable with technologies, and technology identification is still lacking.…”

Section: Discussionmentioning

confidence: 99%

“…Yu, Lin, Han and Hsu (2012) found that interest for technology enhances technological identification which moderates future decisions for technical/engineering career. It was also revealed that interest for technology mediates technology curriculum while technology curriculum might affects decision for future career in technical/engineering jobs (Yu et al, 2012).…”

Section: Technology Education and Creativitymentioning

confidence: 99%

The Influence of Individual Differences on Technical Creativity in Slovenian K-9 Students

Avsec¹,

Modic²

2017

JTIE

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A model of junior high school students’ attitudes toward technology

Cited by 25 publications

References 11 publications

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Supporting students with disabilities and limited English proficiency: STEM educator professional development participation and perceived utility

The Influence of Individual Differences on Technical Creativity in Slovenian K-9 Students

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