Advancement of Low Achievers within Technology Studies at High School

Barak, Moshe; Yehiav, R.; Mendelson, N.

doi:10.1080/0263514940120206

Cited by 10 publications

(4 citation statements)

References 10 publications

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“…Typically, the "high achievers" are directed to computers and electronics and the "low achievers" are directed to mechanics. Pupil X assesses the influence of input A ' on desirable pupil's outcome B Increase in other pupils' appreciation of the department Barak, Yehiav, and Mendelson (1994) have previously raised the issue of integrating low achievers into technology studies in Israel. Some of the pupils considered here may fit Levin's (1992) definition of at-risk pupils.…”

Section: Subjectsmentioning

confidence: 99%

“…Routing low-achievers to lower-level learning tracks creates a vicious circle. The school system has low expectations from the pupils, the pupils accumulate a history of failure, and the teachers emerge as having a low self-esteem and professional image (Barak, Yehiav, & Mendelson, 1994 The LEGO/Logo learning environment was selected as the basis for implementation of these guidelines. LEGO/Logo is a widely used learning environment for technology education in elementary and secondary schools.…”

Section: Introductionmentioning

confidence: 99%

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<p>Pupils Identify Key Aspects and Outcomes of a Technological Learning Environment</p>

Doppelt¹,

Barak²

2002

JOTS

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Section: Subjectsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

<p>Pupils Identify Key Aspects and Outcomes of a Technological Learning Environment</p>

Doppelt¹,

Barak²

2002

JOTS

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“…Recent studies in Israeli high schools have indicated that problem and project-based learning contributes to fostering students' learning, such as creative thinking, problem solving abilities and teamwork (Barak 2005). Moreover, this instructional approach has been playing an important role in raising the motivation to learn among lesser achieving students (Barak et al 1994;Barak 2004). The following discussion aims at highlighting some aspects of students' and teachers' involvement in working on problem-based assignments.…”

Section: The Pbl Technology Project In Israelmentioning

confidence: 98%

Problem based learning: application to technology education in three countries

Williams

Iglesias

Barak

2007

Int J Technol Des Educ

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An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering, community health), and they may have a corresponding variety of educational objectives. However, they all have in common the use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL offers a number of relevant features to technology education and it is because of these that the project outlined in this paper has been developed

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“…Earlier studies in Israel (Barak et al, 1994;Barak & Doppelt, 1999;Barak et al, 2000) have shown that modern technological workshops and computer-based projects raise pupils' self-image and motivation to study. The most important aspects, in pupils' eyes, are construction activities, teamwork and freedom of action.…”

Section: Introductionmentioning

confidence: 96%

Issues involved in attempting to develop independent learning in pupils working on technological projects

Barak

2004

Research in Science & Technological Education

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This research addresses the impact of technological projects at high school on pupils' learning. The participants were sixty low-mid achieving pupils who worked for one year on final projects for matriculation exams. Data were collected through observations of laboratory lessons, interviews with pupils and teachers, and analysis of pupils' projects and portfolios. In the modern technological laboratory, pupils experience design, construction and improvement of sophisticated systems, in a rich learning environment. From being fully dependent on their teachers, pupils might gradually develop to become more autonomous learners and creative thinkers. A three-stage model is suggested aimed to help teachers adjust their supervision approach to the pupils' conceptual development. A pupil at the 'show me' stage needs a 'direct supervision' approach; a pupil at the 'let's think together' stage needs a 'collaborative supervision' approach; a pupil at the 'trust me' stage needs a 'nondirective supervision'. In projects carried out within mandatory exams, pupils are motivated not only by internal rewards, but also by being evaluated objectively and awarded a formal credit for their achievements.

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Advancement of Low Achievers within Technology Studies at High School

Cited by 10 publications

References 10 publications

<p>Pupils Identify Key Aspects and Outcomes of a Technological Learning Environment</p>

<p>Pupils Identify Key Aspects and Outcomes of a Technological Learning Environment</p>

Problem based learning: application to technology education in three countries

Issues involved in attempting to develop independent learning in pupils working on technological projects

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