What Do K-12 Students Feel When Dealing with Technology and Engineering Issues? Gardner's Multiple Intelligence Theory Implications in Technology Lessons for Motivating Engineering Vocations at Spanish Secondary School

Autor/inn/en	Sánchez-Martín, Jesús; Álvarez-Gragera, García J.; Dávila-Acedo, M. Antonia; Mellado, Vicente
Titel	What Do K-12 Students Feel When Dealing with Technology and Engineering Issues? Gardner's Multiple Intelligence Theory Implications in Technology Lessons for Motivating Engineering Vocations at Spanish Secondary School
Quelle	In: European Journal of Engineering Education, 42 (2017) 6, S.1330-1343 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1292216
Schlagwörter	Multiple Intelligences; Emotional Response; Engineering Education; Foreign Countries; Questionnaires; Elementary Secondary Education; Statistical Analysis; Technology Education; Secondary School Teachers; STEM Education; Secondary School Students; Spain + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Emotionales Verhalten; Ingenieurausbildung; Ausland; Fragebogen; Statistische Analyse; Technisch-naturwissenschaftlicher Unterricht; STEM; Sekundarschüler; Spanien
Abstract	The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12-16 years old). This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching-learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, "SU") in the Technology Spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each "SU." The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the "SU." Best teaching and learning practices are required for encouraging further engineering studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01