Literaturnachweis - Detailanzeige
| Autor/inn/en | Avsec, Stanislav; Jamšek, Janez |
|---|---|
| Titel | A Path Model of Factors Affecting Secondary School Students' Technological Literacy |
| Quelle | In: International Journal of Technology and Design Education, 28 (2018) 1, S.145-168 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0957 7572 |
| DOI | 10.1007/s10798-016-9382-z |
| Schlagwörter | Technological Literacy; Secondary School Students; Technology Education; Evaluation Methods; Quasiexperimental Design; Statistical Analysis; Path Analysis; Critical Thinking; Decision Making; Student Participation; Homework; Effect Size; Vocational Education; Models |
| Abstract | Technological literacy defines a competitive vision for technology education. Working together with competitive supremacy, technological literacy shapes the actions of technology educators. Rationalised by the dictates of industry, technological literacy was constructed as a product of the marketplace. There are many models that visualise different dimensions of technological literacy, but clear empirical evidence on how these interact is still lacking. A measurement method that comprehensively evaluates technological literacy is missing. Insights into the stem structure and interaction of technological literacy dimensions could be useful for technology education curriculum design and its implementation. In this study, the multifaceted nature of technological literacy was measured using a new assessment method, and dimensions of secondary school students' technological literacy were empirically investigated. A total of 403 students participated in the quasi-experimental research design. The treatment group consisted of 121 students taught optional subjects relating to technology education. The control group consisted of 282 students. Results from variance analysis showed that optional technology subjects enhance technological literacy, especially students' technological capacity where a large effect size (?[superscript 2] = 0.14) was noted. Results from a path analysis revealed critical thinking and decision-making as the most important dimensions of technological literacy while the predictor of active participation in out-of-school technical activities and technology homework was a key independent influencing factor. A large effect size (R[superscript 2] = 0.4) for career path orientation predictors was detected. Technological capacity was revealed as a decisive predictor for a career path in vocational education and technical high school. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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