Outreach initiatives operated by universities for increasing interest in science and technology

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Edutaion on 2016, available online: http://www.tandfonline.com/10.1080/03043797.2015.1121468Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares eight European initiatives that have been established and operated by universities (and in some cases through collaboration with other actors in society). Each initiative is summarised in a short essay that discusses motivation, organisation, pedagogical approach, and activities. The initiatives are characterised by comparing the driving forces behind their creation, how the initiative activities relate to the activities at the university, size based on the number of participants and cost per participant and pedagogical framework. There seem to be two main tracks for building outreach activities, one where outreach activities are based on the university’s normal activities, and one where outreach activities are designed specifically for the visiting students.Gumaelius, L.; Almqvistb, M.; Arnadottir, A.; Axelsson, A.; Conejero, JA.; García Sabater, JP.; Klitgaard, L.... (2016). Outreach initiatives operated by universities for increasing interest in science and technology. European Journal of Engineering Education. 41(6):589-622. https://doi.org/10.1080/03043797.2015.1121468S58962241

Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers’ beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers’ beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers’ conception of capability as a critical influence on enacted practice