Science teacher’s perceptions of the nature of technology: a Q-methodology study

Türkoğlu, Ayşe Yenilmez; Aydın, Fatih; Eş, Hüseyin

doi:10.1007/s10798-021-09713-2

Cited by 6 publications

(5 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Q-methodology presents respondents a Q-set (i.e., a series of statements) which they must arrange ordinally. Respondents were asked to rank a Q-sort of 46 statements across interlinked thematic categories (i.e., with significant overlap) germane to different aspects of GCSE-public sector relations, equating to ½ N(N-1) possibilities (Turkoglu et al, 2022). We conducted extensive structuring of statements to ensure a balance between positive and negative statements.…”

Section: Methodsmentioning

confidence: 99%

How social enterprise executives perceive their relationship with the government in South Korea: Insights from a Q‐methodological study

Claassen,

Bidet,

Kim

et al. 2023

Nonprofit Mgmnt & Ldrshp

View full text Add to dashboard Cite

This study utilizes Q‐methodology to assess the perspectives of 37 executives of government‐certified social enterprises in South Korea on their organization's relationship with the public sector in terms of the complementary‐supplementary‐adversarial conceptual frameworks of Toepler et al. and Young and the literature on co‐production. The perspectives of social enterprise executives that participate in co‐production arrangements represent an underexplored domain. Our findings contribute to the framework of Toepler et al. by empirically gauging the effects of, in particular, an enabling regulatory framework and public funding relative to the tensions represented by potentially excessive regulation. Although the focus on a single context limits the generalizability of the study, it provides insights on the nuances and complexities of public sector patronage while highlighting that such patronage is generally seen as being more complementary than adversarial. Our findings contribute to efforts to empirically gauge perceptions of co‐production arrangements.

show abstract

Section: Methodsmentioning

confidence: 99%

How social enterprise executives perceive their relationship with the government in South Korea: Insights from a Q‐methodological study

Claassen,

Bidet,

Kim

et al. 2023

Nonprofit Mgmnt & Ldrshp

View full text Add to dashboard Cite

show abstract

“…Research on the nature of technology in science education is limited, but we are beginning to see more research conducted in this domain (e.g., Waight & Abd-El-Khalick, 2012, 2018Blom & Abrie, 2021;Sengupta et al, 2021;Yenilmez Turkoglu et al, 2021;Vakil & Ayers, 2019). For this paper, we focus on Waight & Abd-El-Khalick (2011, 2012 NoT framework because it involves theorization that is empirically supported.…”

Section: Nature Of Technology and Science Educationmentioning

confidence: 99%

Towards Equitable, Social Justice Criticality: Re-Constructing the “Black” Box and Making it Transparent for the Future of Science and Technology in Science Education

et al. 2022

View full text Add to dashboard Cite

In the wake of the COVID-19 pandemic, which has resulted in the rapid emergence of vaccines, the dual benefits of both science and technology have been lauded, while dominant, deficit-based narratives of vaccine hesitancy and mistrust in science and medicine by the general public, particularly minoritized populations, run rampant. In this paper, we argue for a counternarrative, where instead of erroneously positioning communities of color as the problem, the problem is reframed to consider what the scientific, technological, and science education communities need to do to become more trustworthy and transgress the persistent shortcomings related to racism and injustice. Specifically, in this position paper, we (a) discuss the interactions of science, technology, and society from the perspective of the nature of technology; (b) engage an understanding of how bias, access, and racism operate in and at the intersection of science, technology, and technological systems; (c) discuss implications of these ideas in science education; and finally (d) pose recommendations to counter alienation and racism with an emphasis on a sixth dimension, equitable, social justice criticality, for science-technology education. In conclusion, we make recommendations by centering a more equitable, social justice criticality of science and technology.

show abstract

“…Q methodology (hereafter referred to as 'Q') is an approach with the potential to offer a understanding on individuals' subjective viewpoints, perceptions, or beliefs regarding a given topic (McKeown & Thomas, 2013;Watts & Stenner, 2012). Previous research has used Q to address topics such as science teachers' perceptions of the nature of technology (Yenilmez Turkoglu et al, 2022), and students' perceptions of their professional competence (Liu et al, 2015), among others. Researchers have started adopting Q to examine agency development among engineering students in PBL contexts and indicate that a range of internal and external sources are involved (Du et al, 2022;Lyngdorf et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Examining engineering design students’ perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study

Guerra,

Jiang,

et al. 2024

Int J Technol Des Educ

View full text Add to dashboard Cite

This study explores engineering design students’ perceptions of their agency for sustainability in a Danish problem- and project-based learning (PBL) context. A conceptual framework is proposed with three dimensions: personal, action, and contextual. Q methodology was adopted to investigate the subjective views of 24 first-year undergraduate students in a Sustainable Design program regarding the most important contributors in their development of agency for sustainability. The Q factor analysis identified three prevailing opinions, which emphasized: 1) The professional role of engineering designers to act for the United Nations’ Sustainable Development Goals (SDGs); 2) The role of the formal curriculum in building the foundations to act for the SDGs; and 3) Collaboration within and beyond the university. These results indicate the complexity of student agency and highlight PBL's effectiveness for supporting students’ learning for sustainability across all three dimensions of student agency. The results also suggest that institutions and educators should design more formal and informal sustainability-related activities with clear structures and well-defined regulations and strategies for sustainability.

show abstract

Science teacher’s perceptions of the nature of technology: a Q-methodology study

Cited by 6 publications

References 38 publications

How social enterprise executives perceive their relationship with the government in South Korea: Insights from a Q‐methodological study

How social enterprise executives perceive their relationship with the government in South Korea: Insights from a Q‐methodological study

Towards Equitable, Social Justice Criticality: Re-Constructing the “Black” Box and Making it Transparent for the Future of Science and Technology in Science Education

Examining engineering design students’ perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study

Contact Info

Product

Resources

About