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While a multitude of projects exist that simplify the electronics and software aspects of a robot, the same cannot be said for construction systems for robotics. In this paper, we present our efforts to create a low-cost do-it-yourself construction system for small robots. We have created three different construction systems (laser-cut screw connectors, printed friction-fit connectors, and printed hybrid connectors) using small aluminium T-slot extrusions, based on prior work done by Industrial Design college students. Eighty-six secondary school students and 35 teachers tested these three systems during a five-day robotics contest where they had to build firefighting robots. Follow-up questionnaires and an expert evaluation were used to measure the usability, affective appraisal and functionality of the three systems in order to determine which system should serve as a basis for further design iterations. Overall, a clear preference was shown for the hybrid system, which relies on its interlocking shape as well as on a screw connection to create robot frames that are both quick to construct and very rigid once assembled. We believe our work represents a solid first step toward an inexpensive, “hackable” construction system for educational robotics.",{"EN":128},"Design and evaluation of a DIY construction system for educational robot kits",{"VOID":130},"[\"14674409244519100792\"]",{"VOID":132},"Bangor, A., Kortum, P. T., & Miller, J. T. (2008). An empirical evaluation of the system usability scale. International Journal of Human-Computer Interaction, 24(6), 574–594. doi:10.1080\u002F10447310802205776.\nBenitti, F. B. V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(3), 978–988. doi:10.1016\u002Fj.compedu.2011.10.006.\nBlikstein, P. (2013). Digital fabrication and “making” in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLabs: Of machines, makers and inventors. Bielefeld: Transcript Verlag.\nBrandt, A. M., & Colton, M. B. (2008). Toys in the classroom: LEGO MindStorms as an educational haptics platform. In 2008 symposium on haptic interfaces for virtual environment and teleoperator systems (pp. 389–395). IEEE. doi:10.1109\u002FHAPTICS.2008.4479982.\nBrooke, J. (1996). SUS-A quick and dirty usability scale. In P. W. Jordan, B. Thomas, B. Weerdmeester & I. L. McClelland (Eds.), Usability evaluation in industry (pp. 189–194). London: CRC Press.\nBuxton, B. (2010). Sketching user experiences: Getting the design right and the right design: Getting the design right and the right design. Amsterdam: Morgan Kaufmann Publishers.\nBybee, R. (2000). Achieving technological literacy: A national imperative. The Technology Teacher, 60, 23–28.\nCapraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning. Rotterdam: SensePublishers. doi:10.1007\u002F978-94-6209-143-6.\nChurch, W., Ford, T., Perova, N., & Rogers, C. (2010). Physics with robotics-using LEGO MINDSTORMS in high school education. In Association for the Advancement of Artificial Intelligence Spring Symposium.\nDesmet, P. M. A., Vastenburg, M. H., Van Bel, D., & Romero, N. (2012). Pick-A-Mood: Development and application of a pictorial mood reporting instrument. In Proceedings of the 8th international design and emotion conference.\nFisher, R. (1922). On the interpretation of χ2 from contingency tables, and the calculation of P. Journal of the Royal Statistical Society, 85(1), 87–94. doi:10.2307\u002F2340521.\nFortus, D., & Krajcik, J. (2005). Design-based science and real-world problem-solving. International Journal of Science Education, 27(7), 855–879.\nGonzalez-Gomez, J., Valero-Gomez, A., Prieto-Moreno, A., & Abderrahim, M. (2012). A new open source 3D-printable mobile robotic platform for education. In U. Rückert, S. Joaquin, & W. Felix (Eds.), Advances in autonomous mini robots (pp. 49–62). Berlin: Springer. doi:10.1007\u002F978-3-642-27482-4.\nHake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.\nHassenzahl, M., Burmester, M., & Koller, F. (2003). AttrakDiff: Ein Fragebogen zur Messung wahrgenommener hedonischer und pragmatischer Qualität. In G. Szwillus & J. Ziegler (Eds.), Mensch and computer (Vol. 57, pp. 187–196). Wiesbaden: Vieweg + Teubner Verlag. doi:10.1007\u002F978-3-322-80058-9.\nJohnson, J. (2003). Children, robotics, and education. Artificial Life and Robotics, 7(1–2), 16–21. doi:10.1007\u002FBF02480880.\nKafai, Y. B., & Resnick, M. (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. London: Routledge.\nKolodner, J., & Camp, P. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design (tm) into practice. Journal of the Learning Sciences, 12(4), 495–547.\nMataric, M. J., Koenig, N. P., & Feil-Seifer, D. (2007). Materials for enabling hands-on robotics and STEM education. In AAAI spring symposium: Semantic scientific knowledge integration (pp. 99–102).\nMcPherson, S. (2014). Strategies and resources for preparing teachers for STEM teaching and learning. In Proceedings of society for information technology and teacher education international conference (pp. 1927–1939).\nMilto, E., Rogers, C., & Portsmore, M. (2002). Gender differences in confidence levels, group interactions, and feelings about competition in an introductory robotics course. In 32nd annual frontiers in education (Vol. 2, pp. F4C-7–F4C-14). IEEE. doi:10.1109\u002FFIE.2002.1158224.\nMondada, F., Bonani, M., Raemy, X., Pugh, J., Cianci, C., Klaptocz, A., et al. (2009). The e-puck, a robot designed for education in engineering. Proceedings of the 9th Conference on Autonomous Robot Systems and Competitions, 1(1), 59–65.\nOsborne, R., Thomas, A., & Forbes, J. (2010). Teaching with robots: A service-learning approach to mentor training. In Proceedings of the 41st ACM technical symposium on Computer science education (pp. 172–176).\nPack, D., & Avanzato, R. (2004). Fire-fighting mobile robotics and interdisciplinary design-comparative perspectives. IEEE Transactions on Education, 47(3), 369–376.\nPapert, S. (1980). Mindstorms: Children, computers, and powerful ideas. New York: Basic Books.\nPugh, S. (1991). Total design: Integrated methods for successful product engineering. Wokingham: Addison-Wesley.\nRanganathan, P., Schultz, R., & Mardani, M. (2008). Use of LEGO NXT Mindstorms brick in engineering education. In Proceedings of the 2008 ASEE North Midwest Sectional Conference (pp. 17–19).\nRiojas, M., Lysecky, S., & Rozenblit, J. (2012). Educational technologies for precollege engineering education. IEEE Transactions on Learning Technologies, 5(1), 20–37.\nRockland, R., Bloom, D., & Carpinelli, J. (2010). Advancing the “E” in K-12 STEM education. Journal of Technology Studies, 36(1), 53–65.\nRussel, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161.\nSabadash, A. (2012). ICT employment statistics in Europe: Measurement methodology.\nSchmidt, E., & Cohen, J. (2013). The new digital age: Transforming nations, businesses, and our lives. New York: Knopf Doubleday Publishing Group.\nStager, G. (2005). Papertian constructionism and the design of productive contexts for learning. In Proceedings of EuroLogo 2005.\nTörnkvist, S. (1998). Creativity: can it be taught? The case of engineering education. European Journal of Engineering Education, 23(1), 5–12.\nVandevelde, C., Saldien, J., Ciocci, C., & Vanderborght, B. (2013). Overview of technologies for building robots in the classroom. In Proceedings of the 4th international conference on robotics in education.\nVastenburg, M., Romero Herrera, N., Van Bel, D., & Desmet, P. (2011). PMRI. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems: CHI EA’11 (p. 2155). New York: ACM Press. doi:10.1145\u002F1979742.1979933.\nVerner, I. M., & Ahlgren, D. J. (2004). Robot contest as a laboratory for experiential engineering education. Journal on Educational Resources in Computing, 4(2), 2.\nWalter-Herrmann, J., & Büching, C. (2013). FabLab: Of machines, makers and inventors. Bielefeld: Transcript Verlag.\nWilliams, K., Igel, I., Poveda, R., Kapila, V., & Iskander, M. (2012). Enriching K-12 science and mathematics education using LEGOs. Advances in Engineering Education, 3(2).\nWyffels, F., Bruneel, K., Bertels, P., D’Haene, M., Heirman, W., & Waegeman, T. (2012). A human-friendly way of programming robots. In 5th international workshop on human-friendly robotics, abstracts.\nWyffels, F., Hermans, M., & Schrauwen, B. (2010). Building robots as a tool to motivate students into an engineering education. 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appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence\u002Fneglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features",{"EN":297},"The Essential Features of Technology and Technology Education: A Conceptual Framework for the Development of OBE (Outcomes Based Education) Related Programmes in Technology Education",{"VOID":299},"[\"17878388959115221370\"]",{"VOID":301},"Ankiewicz, P., Myburg, C. P. H., van Rensburg, S. J.: 2001, ‘Assessing the Attitudinal Technology Profile of South African Learners: A Pilot Study’, International Journal of Technology and Design Education 11, 93–109.\nBarnett, M.: 1994, ‘Designing the Future? Technology, Values and Choice’, International Journal of Technology and Design Education 4(1), 51–64.\nBiehler, R. F. & Snowman, J.: 1993, Psychology Applied to Teaching, Houghton Mifflin, Boston.\nBurges, R. G. (ed.): 1988, Strategies of Educational Research, The Falmer Press, London.\nCoetsee, L. D.: 1992, in J. Kroon & P. L. Moolman (eds.), Psychological Characteristics of Entrepreneurs, Central Publications, Potchefstroom.\nCreswell, J. W.: 1994, Research Design. Qualitative and Quantitative Approach, Sage Publications, London.\nDeLuca, V. W.: 1992, ‘Survey of Technology Education. Problem-solving Activities’, The Technology Teacher 51(5), 26–30.\nDenzin, N. K.: 1988, in J. P. Keeves (ed.), Educational Research, Methodology and Measurement: An International Yearbook, Pergamon Press, New York.\nDepartment of Education: 1996, Curriculum Framework for General Education and Training, Pretoria.\nDepartment of Education: 1997, Senior Phase (Grades 7 to 9) Policy Document, Pretoria.\nDe Swardt, A. E.: 1998, Technology Education and the Development of Thinking Skills: A Case Study, M.Ed. Mini-dissertation, Rand Afrikaans University, Johannesburg.\nEisenberg, E.: 1996, Essential Features of Technology Education, PATT (South Africa) Conference Proceedings, 36-38, 14-17 October 1996.\nGauteng Department of Education (GDE) and Gauteng Institute of Curriculum Development (GICD): 1999, Technology Progress Maps, 5-6, Johannesburg.\nGivens, N. & Barlex, D.: 2001, ‘The Role of Published Materials in Curriculum Development and Implementation for Secondary School Design and Technology in England and Wales’, International Journal of Technology and Design Education 11, 137–161.\nGlover, P.: 1996, What Are the Inescapable Features of Technology Education and What Do They Tell Us about the Development of a Technology Education Curriculum?, PATT (South Africa) Conference Proceedings, 12-15, 14-17 October 1996.\nHenak, D. A.: 1992, ‘Enhancing Motivation with Experiential Learning’, in G. A. Edminson 1995 (ed.), Delivery Systems: Instructional Strategies for Technology Education, Reston, International Technology Education Association (ITEA).\nHammer, D.: 1997, ‘Discovery Learning and Discovery Teaching’, Cognition and Instruction 15(4), 485–529.\nHEDCOM (Heads of Education Departments Committee): 1996, Draft National Framework for Curriculum Development in Technology Education, A report by the Technology 2005 Project Committee, Pretoria.\nHEDCOM (Heads of Education Departments Committee): 1997, Technology 2005 Project: Curriculum Framework for Teacher Education, Pretoria.\nITEA (International Technology Education Association): 2000, Standards for Technological Literacy: Content for the Study of Technology, Reston, VA.\nJohnson, S. D.: 1997, ‘Learning Technological Concepts and Developing Intellectual Skills’, International Journal of Technology and Design Education 7(3), 161–180.\nJohnson, S. D. & Thomas, R.: 1992, ‘Technology Education and the Cognitive Revolution’, The Technology Teacher 51(4), 7–12.\nLincoln, Y. S. & Guba, E. G.: 1985, Naturalistic Inquiry, SAGE Publishers, London.\nMcCormick, R.: 1997 ‘Conceptual and Procedural Knowledge’, International Journal of Technology and Design Education 7(1-2), 141–157.\nMcCormick, R., Murphy, P. & Hennessy, S.: 1994, ‘Problem-solving Processes in Technology Education: A Pilot Study’, International Journal of Technology and Design Education 4(1), 5–34.\nMerriam, S. B.: 1988, Case Study Research in Education. A Qualitative Approach, Jossey-Bass, San Francisco.\nMoreland, J & Jones, A.: 2000, ‘Emerging Assessment Practices in the Emergent Curriculum: Implications for Technology’, International Journal of Technology and Design Education 10(3), 283–395.\nOrlich, D. C., Harder, R. J., Callahan, R. C., Kauchak, D. P. & Gibson, H. W.: 1994, Teaching Strategies. A Guide to Better Instruction, Fourth Edition, D. C. Heath and Company, Toronto.\nReddy, K.: 2001, The Education of Pre-service Teachers in Technology Education, D.Ed. Thesis, Rand Afrikaans University, Johannesburg.\nSharpe, D. B.: 1996, ‘Out with the Old, in with the New’, Journal of Design and Technology Education 1(1), 24–36.\nSwart, N. J.: 1992, ‘Opportunities’, in J. Kroon & P. L. Moolman (eds.), Entrepreneurship, Central Publications, Potchefstroom.\nTechnology 2005: 1996, The HEDCOM Technology Education Project, Discussion Document, Pretoria.\nTesch, R.: 1990, Qualitative Research: Analysis Types and Soft-ware Tools, Falmer Press, New York.\nVan Rensburg, S. & Ankiewicz, P.: 1999, ‘Assessing South African Learners' Attitudes towards Technology by using the PATT (Pupils' Attitudes Towards Technology) Questionnaire’, International Journal of Technology and Design Education 9, 137–151.\nWaks, L. 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This study, set within one type of technology context, information technology, investigated how, through a one semester undergraduate university course, elements of technological processes were made explicit to students. While it was acknowledged in the development and implementation of this course that students needed to learn technical skills, technological skills and knowledge, including design, were seen as vital also, to enable students to think about information technology from a perspective that was not confined and limited to `technology as hardware and software'. This paper describes how the course, set within a three year program of study, was aimed at helping students to develop their thinking and their knowledge about design processes in an explicit way. An interpretive research approach was used and data sources included a repertory grid `survey'; student interviews; video recordings of classroom interactions, audio recordings of lectures, observations of classroom interactions made by researchers; and artefacts which included students' journals and portfolios. The development of students' knowledge about design practices is discussed and reflections upon student knowledge development in conjunction with their learning experiences are made. 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Fensham (ed.), Science and Technology Education in the Post-Compulsory Years, Australian Council for Educational Research, Melbourne, 140–192.",{},{"id":20,"text":597,"url":20,"identifiers":598},"Guba, E. G. & Lincoln, Y. S.: 1989, Fourth Generation Evaluation, Sage Publications, Newbury Park, California.",{},{"id":20,"text":600,"url":20,"identifiers":601},"Ginns, I., Stein, S. J., McRobbie, C. J. & Swales, A.: 2000, 'A Case Study of a Gifted Female Primary School Student Grappling with a Design and Technology Project', The Australasian Journal of Gifted Education 9(2), 43–54.",{},{"id":603,"text":604,"url":605,"identifiers":606},"c4aa70ef-f057-41f9-b8ab-241c5c2b9cc8","Jones, A.: 1997, 'Recent Research in Learning Technological Concepts and Processes', International Journal of Technology and Design Education 7, 83–96.","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1023\u002FA:1008813120391",{"doi":607},"10.1023\u002FA:1008813120391",{"id":20,"text":609,"url":20,"identifiers":610},"Jones, J. C.: 1992, Design Methods, 2nd ed., Van Nostrand Reinhold, New York.",{},{"id":573,"text":612,"url":575,"identifiers":613},"Kuhn, S.: 2001, 'Learning from the Architectural Studio: Implications for Project-Based Pedagogy', International Journal of Engineering Education 17(4-5), 349–352.",{"doi":577},{"id":615,"text":616,"url":617,"identifiers":618},"85160b0f-800e-4a46-846f-89374bc3d8b0","Lave, J. & Wenger, E.: 1991, Situated Learning Legitimate Peripheral Participation, Cambridge University Press, Cambridge.","https:\u002F\u002Fwww.goodreads.com\u002Fbook\u002Fshow\u002F655464.Situated_Learning",{"isbn":619,"isbn13":620},"0521423740","9780521423748",{"id":573,"text":622,"url":575,"identifiers":623},"Lee, Y. S. & Vakoch, D. A.: 1996, 'Transfer and Retention of Implicit and Explicit Learning', British Journal of Psychology 87(4), 637–651.",{"doi":577},{"id":573,"text":625,"url":575,"identifiers":626},"Lewis, T. & Gagel, C.: 1992, 'Technological Literacy: A Critical Analysis', Journal of Curriculum Studies 24(2), 117–138.",{"doi":577},{"id":573,"text":628,"url":575,"identifiers":629},"Marton, F. & Pang, M.: 1999, August, Two Faces of Variation', paper presented at the 8th European conference for learning and instruction, Göteborg University, Göteborg, Sweden.",{"doi":577},{"id":631,"text":632,"url":633,"identifiers":634},"7ee9d7e6-73fb-4877-8c66-ed3b60f6c532","McCormick, R.: 1997, 'Conceptual and Procedural Knowledge', International Journal of Technology and Design Education 7, 141–159.","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1023\u002FA:1008819912213",{"doi":635},"10.1023\u002FA:1008819912213",{"id":573,"text":637,"url":575,"identifiers":638},"McCormick, R. & Davidson, M.: 1996, 'Problem Solving and the Tyranny of Product Outcomes', The Journal of Design and Technology Education 1(3), 230–241.",{"doi":577},{"id":640,"text":641,"url":642,"identifiers":643},"71335ceb-4056-4677-a68c-a71bf06fb0e2","McRobbie, C. J., Ginns, I. & Stein, S. J.: 2000, 'Preservice Primary Teachers' Thinking About Technology and Technology Education,' International Journal of Technology and Design Education 10(1), 81–101.","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1023\u002FA:1008941520152",{"doi":644},"10.1023\u002FA:1008941520152",{"id":20,"text":646,"url":20,"identifiers":647},"McRobbie, C. J., Stein, S. J. & Ginns, I. S.: 2001, 'Exploring Designerly Thinking of Preservice Teacher Education Students as Novice Designers', Research in Science Education 31, 91–116.",{},{"id":573,"text":649,"url":575,"identifiers":650},"Middleton, H.: 2000, December, 'Designing Research to Research Design: Some Methodological Issues in Researching Design Thinking', paper presented at the 1st Biennial International Conference on Technology Education Research, Gold Coast, Queensland, Australia.",{"doi":577},{"id":573,"text":652,"url":575,"identifiers":653},"Mumford, L.: 1972, 'Technics and the Nature of Man', in C. Mitcham & R. Mackey (eds.), Philosophy and Technology, The Free Press, New York, 77–85.",{"doi":577},{"id":573,"text":655,"url":575,"identifiers":656},"özcan, O. & Akarun, L.: 2002, 'Teaching Interactive Media Design', International Journal of Technology and Design Education 19, 161–171.",{"doi":577},{"id":658,"text":659,"url":660,"identifiers":661},"34fa7594-19f1-44c6-b7f2-b7bbb9b05fa1","Oxman, R.: 1999, 'Educating the Designerly Thinker', Design Studies 20(2), 105–122.","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0142694X98000295",{"doi":662},"10.1016\u002Fs0142-694x(98)00029-5",{"id":573,"text":664,"url":575,"identifiers":665},"Prawat, R. S.: 1996, 'Learning Community, Commitment and School Reform', Journal of Curriculum Studies 28(1), 91–110.",{"doi":577},{"id":20,"text":667,"url":20,"identifiers":668},"Queensland School Curriculum Council (QSCC): 2002, Technology: Years 1-10 Syllabus, Queensland School Curriculum Council, The State of Queensland, Brisbane.",{},{"id":20,"text":670,"url":20,"identifiers":671},"Raizen, S. A., Sellwood, P., Tod, R. D. & Vickers, M.: 1995, Technology Education in the Classroom, Jossey-Bass, San Francisco.",{},{"id":573,"text":673,"url":575,"identifiers":674},"Roth, W.-M.: 1998, Designing Communities, Kluwer Academic Publishers, Dordrecht.",{"doi":577},{"id":573,"text":676,"url":575,"identifiers":677},"Schön, D.: 1987, Educating the Reflective Practitioner, Jossey-Bass, San Francisco.",{"doi":577},{"id":573,"text":679,"url":575,"identifiers":680},"Shapiro, B. L.: 1996, 'A Case Study of Change in Elementary Student Teacher Thinking During an Independent Investigation in Science: Learning About the \"Face of Science That Does Not Yet Know\"', Science Education 5, 535–560.",{"doi":577},{"id":573,"text":682,"url":575,"identifiers":683},"Stein, S. J., McRobbie, C. J. & Ginns, I.: 2000, 'Recognising the Uniqueness in the Technology Key Learning Area: The Search for Meaning', International Journal of Technology and Design Education 10(2), 105–123.",{"doi":577},{"id":685,"text":686,"url":687,"identifiers":688},"028848d6-0a48-4e2b-812e-bad6facf6b36","Stein, S. J., McRobbie, C. J. & Ginns, I. S.: 2001, 'Authentic Program Planning in Technology Education', International Journal of Technology and Design Education 11(3), 239–261.","http:\u002F\u002Flink.springer.com\u002F10.1023\u002FA:1011252719407",{"doi":689},"10.1023\u002FA:1011252719407",{"id":20,"text":691,"url":20,"identifiers":692},"Stein, S. J., McRobbie, C. J. & Ginns, I. S.: 2002, 'Capitalising on Opportunities for Learning and Assessment in Technology Education', Teaching and Teacher Education 18(1), 35–49.",{},{"id":20,"text":694,"url":20,"identifiers":695},"Travers, K.: 1993, December, 'Design, the Basis of Engineering or Just Another Subject?', paper presented at the Australasian Association for Engineering Education, Auckland.",{},{"id":20,"text":697,"url":20,"identifiers":698},"Winograd, T., Bennett, J., De Young, L. & Hartfield, B. (eds.): 1996, Bringing Design to Software, ACM Press, New York.",{},{"id":700,"createTime":701,"updateTime":702,"relativeEntities":703,"slug":704,"properties":705,"entityType":135,"verifyStatus":136,"verifyTime":716,"verifyNote":138,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":717,"fullTextUrl":20,"authors":718,"publicationType":219,"publisherRelationship":753,"citationCount":20,"citationInfo":20,"publishDate":812,"publishYear":813,"citationAnalyzeStatus":283,"lastCitationAnalyze":814,"indexDatabases":815,"openAccess":20,"references":20,"isForceReanalyzing":286},"e81f7d83-3fc6-45f8-8156-c616569fb293","2024-01-29T08:42:12.985+00:00","2026-07-28T06:23:44.799+00:00",[],"Reflection-and-professional-identity-development-in-design-education",{"abstract":706,"title":708,"gsPaper":710,"references":712,"doi":714},{"EN":707},"Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been widely addressed in design education either. The study investigated the use of reflective writing in an introductory design course to help students explore and interpret their design beliefs, experiences, and self-awareness in support of professional identity development work. The results indicate that authorial presence, analysis, and narrative quality are common qualities in reflective responses, but emotion is notably lacking from student writing. Students were highly reflective in relation to a general experience with uncertainty and were least reflective when discussing ideation processes. Implications for design education and related research are analysed and discussed.",{"EN":709},"Reflection and professional identity development in design education",{"VOID":711},"[\"10178556446703271919\"]",{"VOID":713},"Atkins, S., & Murphy, K. (1993). Reflection: A review of the literature. Journal of Advanced Nursing, 18, 1188–1192.\nBlaschke, L. M., & Brindley, J. (2011). Establishing a foundation for reflective practice: A case study of learning journal use. European Journal of Open, Distance, and E- Learning (EURODL), Special Issue.\nCross, D. (2011). Design thinking. New York, NY: Berg.\nDall’Alba, G. (2009). Learning professional ways of being: Ambiguities of becoming. Educational Philosophy and Theory, 41(1), 34–45.\nDavis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281–301.\nDewey, J. (1910). How we think. Boston: D.C. Heath & Co.\nDewey, J. (1916). Democracy and education; an introduction to the philosophy of education. New York: The Macmillan Company.\nDong, A., Kleinsmann, M., & Valkenburg, R. (2009). Affect-in-cognition through the language of appraisals. Design Studies, 30(2), 138–153.\nHenderson, K., Napan, K., & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 357–364).\nHong, Y., & Choi, I. (2011). Three dimensions of reflective thinking in solving design problems: A conceptual model. Educational Technology Research and Development, 59, 687–710.\nKouprie, M., & Visser, F. S. (2009). A framework for empathy in design: stepping into and out of the user’s life. Journal of Engineering Design, 20(5), 437–448.\nLangley, M., & Brown, S. (2010). Perceptions of the use of reflective journals in online graduate nursing education. Nursing Education Perspectives, 31(1), 12–17.\nLuehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91, 822–839.\nLuppicini, R. (2003). Reflective action instructional design (RAID): A designer’s aid. International Journal of Technology and Design Education, 13, 75–82.\nMaxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 475–482.\nMcAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28(5), 363–385.\nNelson, H. G., & Stolterman, E. (2012). The design way: Intentional change in an unpredictable world (2nd ed.). Cambridge, MA: MIT Press.\nPerkins, D. N. (1992). Technology meets constructivism: Do they make a marriage? In T. M. Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp. 45–55). Mahwah, NJ: Lawrence Erlbaum Associates Publishers, Inc.\nSchön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books Inc.\nSolovyova, I. (2003). Conjecture and emotion: An investigation of the relationship between design thinking and emotional content. In Expertise in design: Design thinking research symposium (Vol. 6).\nTracey, M. W., & Boling, E. (2013). Preparing instructional designers and educational technologists: Traditional and emerging perspectives. In M. Spector, D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 653–660). New York: Springer.\nTracey, M. W., & Hutchinson, A. (2013). Developing designer identity through reflection. Educational Technology, 53(3), 28–32.\nTracey, M. W., Hutchinson, A., & Quinn Gryzbyk, T. (2014). Instructional designers as reflective practitioners: Developing professional identity through reflection. Educational Technology Research & Development, 62(3), 315–334.\nWald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., & Reis, S. P. (2012). Fostering and evaluating reflective capacity in medical education: Developing the REFLECT rubric for assessing reflective writing. Academic Medicine, 87, 41–50.\nWang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5–23.",{"VOID":715},"10.1007\u002Fs10798-016-9380-1","2024-06-25T01:45:03.307+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10798-016-9380-1",[719,736],{"id":720,"sortIndex":21,"researcher":20,"roles":721,"affiliations":722,"properties":731},"4e4123d1-776a-498f-b2dd-0439ba0e92b4",[144],[723],{"id":724,"sortIndex":21,"affiliation":725,"properties":20},"181f403d-e8d0-4fda-8753-05cc88b4772a",{"id":724,"createTime":20,"updateTime":20,"relativeEntities":726,"slug":20,"properties":727,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":730,"statistic":20},[],{"title":728},{"VI":729},"Wayne State University, Detroit, USA",[],{"title":732,"gsAuthor":734},{"VI":733},"Monica W. 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Activities that use models are important for students’ development of knowledge and skills connected to the design process. Nevertheless, few empirical studies have thus far examined how models and modelling are used in a classroom environment when students and teachers are involved in a design project. In order to meet our aim, we video-recorded eight lessons from three different technology classrooms (students aged 13–15), where the students were involved in different problem-solving activities using models and modelling. The three projects had different specifications, and the students’ degrees of freedom thereby varied. The video recordings were analysed using a qualitative content analysis. The analysis resulted in seven activities being identified where the teachers and students talked about models and modelling in order to solve the problem. The results also revealed three different dimensions of models: material, structure and function. These dimensions are present in almost all activities that use models. In a project with a high degree of freedom, all three dimensions of models are present. On the contrary, in a project with a lower freedom, only one of the dimensions is present, resulting in a lower degree of complexity for the students. The study emphasizes that the presumptions and openness of a design project in technology education can provide different possibilities for students learning in relation to models and modelling.",{"EN":826},"The use of models and modelling in design projects in three different technology 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P., de Swardt, E., & de Vries, M. (2006). Some implications of the philosophy of technology for science, technology and society (STS) studies. International Journal of Technology and Design Education, 16, 117–141. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10798-005-3595-x","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10798-005-3595-x",{"doi":963},"10.1007\u002Fs10798-005-3595-x",{"id":20,"text":965,"url":966,"identifiers":967},"Anthony W., Cowdroy R., Wallis L. (2012). Design. In: Williams P.J. (eds) Technology Education for Teachers. International Technology Education Studies. Sense Publishers, Rotterdam. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-94-6209-161-0_5","https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-94-6209-161-0_5",{"doi":968},"10.1007\u002F978-94-6209-161-0_5",{"id":970,"text":971,"url":972,"identifiers":973},"622ff9c0-23e0-4b99-8a4a-fd7c34d4d522","Citrohn, B., & Svensson, M. (2020). Technology teacher’s perceptions of model functions in technology education. 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International Journal of Technology and Design Education., 7, 65–72.","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1023\u002FA:1008865104461",{"doi":1065},"10.1023\u002FA:1008865104461",{"id":1067,"text":1068,"url":1069,"identifiers":1070},"bbbe7a13-8063-4307-b812-17bcbc5e1027","Rossouw, A., Hacker, M., & de Vries, M. J. (2010). Concepts and contexts in engineering and tehnology education: An international and interdisciplinary Delphi study. International Journal of Technology and Design Education., 21, 409–424. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10798-010-9129-1","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs10798-010-9129-1",{"doi":1071},"10.1007\u002Fs10798-010-9129-1",{"id":20,"text":1073,"url":20,"identifiers":1074},"Skolinspektionen (2014) Teknik – gör det osynliga synligt - Om kvaliteten i grundskolans teknikundervisning.",{},{"id":20,"text":1076,"url":1077,"identifiers":1078},"Skolverket (2021a). 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The tacit design process in architectural design education. Design and Technology Education: an International Journal, 24(1), 79–100. https:\u002F\u002Fojs.lboro.ac.uk\u002FDATE\u002Farticle\u002Fview\u002F2587",{"doi":577},{"id":20,"text":1099,"url":1100,"identifiers":1101},"Vetenskapsrådet (2017). Good research practice https:\u002F\u002Fwww.vr.se\u002Fdownload\u002F18.5639980c162791bbfe697882\u002F1555334908942\u002FGood-Research-Practice_VR_2017.pdf","https:\u002F\u002Fwww.vr.se\u002Fdownload\u002F18.5639980c162791bbfe697882\u002F1555334908942\u002FGood-Research-Practice_VR_2017.pdf",{},{"id":20,"text":1103,"url":1104,"identifiers":1105},"Welch, M. (1998). Students’ use of three-dimensional modelling while designing and making a solution to a technological problem. International Journal of Technology and Design Education, 8(3), 241–260. https:\u002F\u002Fdoi.org\u002F10.1023\u002FA:1008802927817","https:\u002F\u002Fdoi.org\u002F10.1023\u002Fa:1008802927817",{"mag":1106,"openalex":1107,"doi":1108},"1994867566","W1994867566","10.1023\u002Fa:1008802927817",{"id":573,"text":1110,"url":575,"identifiers":1111},"Yrjönsuuri, V., Kangas, K., Hakkarainen, K. & Seitamaa-Hakkarainen, P. (2019). The roles of material prototyping in collaborative design process at an elementary school. Design and Technology Education, 24(2). https:\u002F\u002Fojs.lboro.ac.uk\u002FDATE\u002Farticle\u002Fview\u002F2585",{"doi":577},{"id":1113,"createTime":1114,"updateTime":1115,"relativeEntities":1116,"slug":1117,"properties":1118,"entityType":135,"verifyStatus":136,"verifyTime":1129,"verifyNote":138,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1130,"fullTextUrl":20,"authors":1131,"publicationType":219,"publisherRelationship":1166,"citationCount":1225,"citationInfo":1226,"publishDate":1229,"publishYear":1227,"citationAnalyzeStatus":954,"lastCitationAnalyze":1230,"indexDatabases":1231,"openAccess":20,"references":20,"isForceReanalyzing":286},"3e77083c-98ed-4189-815e-db65a9624fd6","2024-02-14T12:57:47.714+00:00","2026-07-21T10:06:25.643+00:00",[],"Remodelling-an-engineering-design-subject-to-enhance-students-learning-outcomes",{"abstract":1119,"title":1121,"gsPaper":1123,"references":1125,"doi":1127},{"EN":1120},"This paper presents details of remodelling of an engineering design subject to enhance students’ learning outcome. The subject is offered for second year mechanical engineering undergraduates in the first semester of the academic year. The basic objective of the subject is to introduce the engineering design practice and to build up the essential skills to carry out open-ended engineering design projects systematically. Before remodelling, the subject had been taught and assessed mainly with the use of techniques normally used for knowledge building subjects. Students were given only limited opportunities to actively engage with the content, peers and the facilitator in-class. Considering the reserved nature of Hong Kong students, the subject was remodelled by incorporating carefully selected active learning methods. The scaffolded knowledge integration framework for instructional design is extensively used for this subject remodelling exercise. The remodelled subject was delivered and the learning outcome achievements were assessed using pre and post survey questionnaires, focus group discussion and individual student’s performance records. The assessment results indicate that the new approach of subject delivery and assessment methods are more effective in achieving intended learning outcomes and well accepted by the students.",{"EN":1122},"Remodelling an engineering design subject to enhance students’ learning outcomes",{"VOID":1124},"[\"11267331980880273068\"]",{"VOID":1126},"Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s experiential learning cycle for laboratory education. Journal of Engineering Education, 98(3), 283–294. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fj.2168-9830.2009.tb01025.x.\nBankel, J., Berggren, K.-F., Blom, K., Crawley, E. F., Wiklund, I., & Östlund, S. (2003). The CDIO syllabus: A comparative study of expected student proficiency. 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Journal of Educational Computing Research, 15(2), 125–135.",{"doi":1600},"10.2190\u002FKQJL-RTW1-VVUY-BHLG",{"id":1602,"createTime":1603,"updateTime":1604,"relativeEntities":1605,"slug":1606,"properties":1607,"entityType":135,"verifyStatus":136,"verifyTime":1618,"verifyNote":138,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1619,"fullTextUrl":20,"authors":1620,"publicationType":219,"publisherRelationship":1636,"citationCount":20,"citationInfo":20,"publishDate":1695,"publishYear":1696,"citationAnalyzeStatus":1697,"lastCitationAnalyze":1698,"indexDatabases":1699,"openAccess":20,"references":20,"isForceReanalyzing":286},"030a1936-c5cd-407f-814a-91b9adacee27","2024-01-24T08:37:47.338+00:00","2026-07-14T13:52:50.823+00:00",[],"Activity-based-unplugged-coding-during-the-preschool-period",{"abstract":1608,"title":1610,"gsPaper":1612,"references":1614,"doi":1616},{"EN":1609},"The aim of this pilot study is to support the activity-based unplugged coding and robotic coding skills of children during their preschool period. A significant sample was chosen for this quantitative research. The study group consisted of 24 5-year-old children being educated in a State kindergarten under the Gaziantep Provincial Directorate of National Education. The children had never received any coding or robotic coding lessons before. Eight basic coding and robotic coding activities were organized for preschoolers. The activities provided 60–90 min of daily training over the course of 8 days. The goal of these activities was to develop basic coding and robotic coding skills. The activities were integrated with the current preschool education curriculum. A Basic Coding Skills Observation Form and a Robotic Coding Basic Skills Observation Form were used in order to evaluate the coding and robotic coding skills of the children before and after training. The validity of these forms was assessed by a professional coder. The forms were initially applied to a small group. The data were recorded by the trainer and an observer. Inter-rater reliability was calculated using the kappa statistic, and X2 was calculated as .73. For the analysis of the study, a McNemar test was used for dependent groups in order to test the significance between two connected percentages. The results showed that activity-based unplugged coding and robotic coding training, integrated with the preschool education curriculum, enhanced the basic coding and robotic coding skills of this group of preschoolers.",{"EN":1611},"Activity-based unplugged coding during the preschool period",{"VOID":1613},"[]",{"VOID":1615},"Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the effectiveness of problem solving skills in students. (Published Dissertation). Ankara: Ankara University.\nBatdı, V. (2014). The effect of activity-based learning approach on academic achievement (A meta-analytic and thematic study). e-International Journal of Educational Research, 5(3), 39–55.\nBaz, F. C. (2018). 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The notion of the model is explored from the perspective of concrete representations. It is suggested that concrete models may be used as hypotheses from which to test ideas about the nature of the world. From this perspective, models may be seen to provide crucial platforms for learning. A wide range of sources has informed the article, and these embrace ideas on Hypothesis Theory drawn from linguistic research, as well as historical sources which trace the evolution and development of stimuli for model-making activity. A creative basis for modelling is explored such that a conclusion is reached in which design is seen as an expression of the modelling of possibilities.",{"EN":1710},"Practical modelling and hypothesis testing in primary design and technology education",{"VOID":1712},"[\"4711999412794463885\"]",{"VOID":1714},"Archer, B. (1992a). As complex as ABC. In P. Roberts, B. Archer, & K. Baynes (Eds.), Design: Occasional Paper No. 1, Modelling: The language of designing (pp. 7–11). Loughborough: Loughborough University of Technology.\nArcher, B. (1992b). A definition of cognitive modelling in relation to design activity. In P. Roberts, B. Archer, & K. Baynes (Eds.), Design: Occasional Paper No. 1, Modelling: The language of designing (pp. 5–6). Loughborough: Department of Design and Technology, Loughborough University of Technology.\nArcher, B, & Roberts, P. (1992). Design and technological awareness in education. In P. Roberts, B. Archer, & K. Baynes (Eds.), Design: Occasional Paper No. 1, Modelling: The language of designing (pp. 3–4). Loughborough: Department of Design and Technology, Loughborough University of Technology.\nBailey, R., & Farrow, S. (1998). Play and problem-solving in a new light. International Journal of Early Years Education, 6(3), 265–275.\nBaynes, K. (1984). A view of design education in Britain. Journal of Art and Design Education, 3(1), 5–18.\nBronowski, J. (1974). The Ascent of Man. Boston: Little, Brown and Co.\nBruce, T. (1991). Time to play in early childhood education. London: Hodder and Stoughton.\nCampbell, D. T. (1997). From evolutionary epistemology via selection theory to a sociology of scientific validity. In C. Heyes, & B. Frankel (Eds.), Evolution and cognition, 3(1), pp. 5–38.\nCraft, A. (2000). Creativity across the primary curriculum. London: Routledge.\nde Bono, E. (1976). Teaching thinking. Harmonsdsworth: Penguin Books.\nDenton, H. G. (1993). The Design and Make Task (DMT): Some Reflections on Designing in School, IDATER 93 (pp. 70–73). Loughborough: International Conference on Design and Technology Education Research and Curriculum Development, Loughborough University.\nDES\u002F WO. (1988). National Curriculum Design and Technology Working Group. London: Department of Education and Science and the Welsh Office.\nDES\u002F WO (1990). Technology in the National Curriculum. London: Department of Education and Science and the Welsh Office.\nDfEE\u002FQCA (1999). Design and Technology. The National Curriculum for England. Key Stages 1–4. London: Department for Education and Employment\u002F Qualifications and Curriculum Authority.\nDuckworth, E. (1987). The Having of Wonderful Ideas and other essays on Teaching and Learning. New York: Teachers College Press.\nEnnever, L., & Harlen, W. (1972). With Objectives in Mind. Guide to Science 5–13. London: Macdonald Educational.\nEvans, M. (1992). Model or Prototype. Which, When and Why? IDATER 92 (pp. 42–46). Loughborough: International Conference on Design and Technology Education Research and Curriculum Development Loughborough University of Technology.\nEvans, M., & Wormald, P. (1993). The Future Role of Virtual and Physical Modelling in Industrial Design, IDATER 93 (pp. 97–101). Loughborough: International Conference on Design and Technology Education Research and Curriculum Development, Loughborough University of Technology.\nGardner, H. (1991). The Unschooled Mind: How Children Think and How Schools Should Teach. New York: Basic Books.\nGarner, S. (1990). Drawing and designing: The case for reappraisal. Journal of Art and Design Education, 9(1), 39–55.\nGeary, K., & Rawlings, K. (1974). Science-Craft, Vols. 1,2,3,4. London and Basingstoke: Macmilllan Education Ltd.\nGholson, B. (1980). The cognitive-developmental basis of human learning studies in hypothesis testing. London: Academic Press.\nHartland, J. (1991). Language and Thought. Leicester: The British Psychological Society.\nHughes, M. (1987). The relationship between symbolic and manipulative (object) play. In D. Görlitz, & J. F. Wohlwill (Eds.), Curiosity, imagination, and play (pp. 248–257). London: Lawrence Erlbaum Associates, Publishers.\nJohnsey, R. (1986). Problem solving in school science. London: Macdonald and Co. (Publishers) Ltd.\nJohnsey, R. (1999). An examination of a mode of curriculum delivery in which science is integrated with design and technology in the primary school, IDATER 99 (pp. 115–121). Loughborough: International Conference on Design and Technology Education Research and Curriculum Development, Loughborough University.\nKellner, D. (2001). New technologies\u002F new literacies: Reconstructing education for the new millennium. International Journal of Technology and Design Education, 11(1), 67–81.\nKimbell, R., Stables, K., Wheeler, T., Wosniak, A., & Kelly, V. (1991). The assessment of performance in design and technology. London: Schools Examinations and Assessment Council, HMSO.\nLevine, M. (1975). A cognitive theory of learning. Research on hypothesis testing. Hillsdale: Lawrence Erlbaum Associates.\nLewin, D. (1986) Engineering philosophy-the third culture? In A. Cross, & B. McCormick (Eds.), Technology in Schools (pp. 10–18). Milton Keynes: Open University Press.\nLewin, R. (1986). Technology. First the Problem. Reading: Berkshire Local Education Authority.\nLiddament, T. (1993). Using models in design and technology education: Some conceptual and pedagogic issues. In J. S. Smith (Ed.), IDATER 93, International Conference on Design and Technology Education Research and Curriculum Development (pp. 92–96). Loughborough: Loughborough University.\nMantell, J. (2000). Investigating how children use language as a tool for thinking in design and technology at key stage 2. In R. Kimbell (Ed.), Design and Technology International Millennium Conference 2000 (pp. 107–115). Wellesbourne: The Design and Technology Association.\nMedawar, P. B. (1969). Induction and intuition in scientific thought. London: Methuen and Co. Ltd.\nMedway, P. (1994). The language component in technological capability: Lessons from architecture. International Journal of Technology and Design Education, 4(1), 85–107.\nMiddleton, H. (2000). Design and Technology: What is the problem? In R. Kimbell (Ed.), Design and Technology International Millennium Conference 2000 (pp. 116–120). Wellesbourne: The Design and Technology Association.\nMills, G., & Aitken, J. (1984). Starting Technology Book 1\u002F Book 2. Edinburgh: Holmes McDougall Limited.\nNAAIDT (1998). Quality Through Progression in Design and Technology. Wellesbourne: NAAIDT Publications.\nNewell, A. & Simon, H. A. (1972). Human problem solving. New Jersey: Englewood Cliffs.\nNorman, E. (1998). The nature of technology for design. International Journal of Technology and Design Education, 8(1), 67–87.\nOutterside, Y. (1993). The emergence of design ability: The early years. In IDATER 93, International Conference on Design and Technology Education Research and Curriculum Development (pp. 43–49). Loughborough: Loughborough University.\nParkinson, E. F. (2004). An examination of the interaction between modelling and its relationship with construction kits: Lessons from the past and for the future. The International Journal of Technology and Design Education, 14(3), 219–243.\nPiaget, J. (1959). The language and thought of the child (trans. M. & R. Gabain), London: Routledge and Kegan Paul.\nPiaget, J. (1971). Science of education and the psychology of the child (trans. D. Coltman). London: Longman Group Limited.\nPiaget, J., & Inhelder, B. (1969). The psychology of the child. London: Routledge and Kegan Paul.\nPinker, S. (2000). Language acquisition. In L. R. Gleitman, & L. R. Liberman (Eds.), An invitation to cognitive science, Vol. 1, language, (2nd ed.). Cambridge, Mass: The MIT Press.\nPopper, K. R. (1972). Objective knowledge—An evolutionary approach. Oxford: Oxford University Press.\nPopper, K. R. (1983). Realism and the aim of science. London: Hutchinson.\nPopper, K. R. (1990). A world of propensities. Bristol: Thoemmes Press.\nQCA (1998). Design and technology. Teacher’s guide. A scheme of work for key stages 1 and 2. London: Qualifications and Curriculum Authority\u002F Department for Education and Employment.\nRadford, M. (1999). Co-constructing reality: The child’s understanding of the world. In T. David (Ed.), Young children learning (pp. 107–116). London: Paul Chapman Publishing Ltd.\nSmith, F. (1992). To think in language. Routledge, London: Learning and Education.\nVarley, R., Klessinger, N., Romanowski, C., & Siegal, M. (2005). Agrammatic but numerate. In Proceedings-National Academy of Sciences, USA. 102 (Pt. 9), 3519–3524.\nVeveris, M. (1994). The importance of the use of physical engineering models in design. In IDATER 94, International Conference on Design and Technology Education Research and Curriculum Development (pp. 152–155). Loughborough: Loughborough University of Technology.\nVygotsky, L. (1986). Thought and language (trans.\u002F ed. A. Kozulin). London: The MIT Press.\nWeininger, O. (1988). “What If” and “As if”: Imagination and pretend play in early childhood. In K. Egan, & D. Nadaner (Eds.), Imagination and education (pp. 141–149). Milton Keynes: Open University Press.\nWelch, M. (1997). Thinking with the hands: Students’ use of three dimensional modelling while designing and making. In R. Ager, & C. Benson (Eds.), International Primary Design and Technology Conference (Vol. 2, pp. 13–17). Birmingham: Centre for Research in Primary Technology, University of Central England.\nWelch, M. (1999). Analyzing the tacit strategies of novice designers. Research in Science and Technological Education, 17(1), 19–34.\nWelch, M., & Lim, H. S. (1998). The effect of problem type on the strategies used by novice designers. In J. S. Smith, & E. W. L. Norman (Eds.), IDATER 98 (pp. 75–82). Loughborough: Loughborough University.\nWells, G. (1986). The meaning makers-children learning language and using language to learn. 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