Learning Style and Laboratory Preference: A Study of Middle School Technology Education Teachers in Virginia

Laboratory instruction has long been a cornerstone of technology education pedagogy. The French realized the potential for technical laboratory instruction within general education in 1865 (Bennett, 1926). By the 1880s, the United States also realized the benefits of the technical laboratory for general education (Anderson, 1926). Despite these early roots and the continued practice of utilizing laboratory instruction within technology education, there is little research to support this teaching method. McCrory (1987) noted that there were no studies on laboratories (excluding machine safety) or new technology education equipment during the period 1980-1986. Laboratory studies during the period 1987-1993 concentrated on curriculum and did not focus on new instructional methods and strategies (Zuga, 1994). The adoption of modular technology education has only heightened the need for research on laboratory instructional methods. Since the middle of the 1980s, modular technology education has grown considerably. Brusic and LaPorte (2000) found that almost half of the technology education teachers they surveyed in Virginia taught in some type of modular lab. Despite such emerging research, opinions concerning the merit of modular technology education, especially commercially created packages, dominate the field of technology education. To address these opinions, this study investigated whether the preference for a conventional or modular laboratory is influenced by the learning style of the teacher

Reflections on STEM, Standards, and Disciplinary Focus

The article offers information concerning STEM education, technology education discipline, and standards for technological literacy. It discusses a revision of the Standards for Technological Literacy transcending the existing K-12 focus as well as including PreK, informal and extracurricular technology education, adult learning, and other settings

Synthesis of vicinal bisamidines and bisaminals for the preparation of tetraazamacrocycles and the synthesis of cross-bridged cyclam derivatives and studies on their complexation of small cations

A new methodology for the preparation of tetraazamacrocycles is presented. This new methodology utilizes a regioselective reduction of vicinal bisaminals (33) and bisamidines (16) precursors to afford ring expanded tetraamines. This chemistry has provided a synthetic route for the preparation of benzocyclam (34), a compound whose preparation is unreported in the literature.*. This methodology has aided in the preparation of cross-bridged cyclam derivatives (83, 92, 95). Cross-bridged cyclam derivatives are bicyclic tetraamines which adopt low energy conformations appropriate for the complexation of small cations. Cross-bridged cyclam derivatives have potential utility in clinical and nuclear medicine as well as bioinorganic chemistry. The preparation of new derivatives of cross-bridged cyclam and studies on their chemistry are presented.*. Cross-bridged cyclam derivatives are good complexers of Li+. In fact, cross-bridged cyclam derivatives complex Li+ selectively over Na+. Ligands which can selectively bind Li+ in the presence of Na+ would have significant utility as Li + sensors which could monitor small concentrations of Li+ in the presence of abundant Na+. Experiments on the relative selectivity for cross-bridged cyclam ligands for Li+ and Na + as well as the relative complexation ability between ligands is presented

The Journey Towards Technological Literacy for All in the United States — Are We There Yet?

The article discusses technological literacy in the U.S. The author focuses on the history of studying technology within general education and notes the scarcity of technology education requirements in American schools. He examines the impact of various studies conducted by the Standards for Technological Literacy (STL) and the National Research Council (NRC), among others, on technological literacy. The author compares the seventeen processes of researcher Harold Halfin\u27s technological research to the theories outlined in various STL material, including observation, analysis, and visualization

Review of the American Society for Engineering Education (ASEE) Global Colloquium, Cape Town, South Africa

The following report addresses topics established by the Technical Foundation of America prior to attending the ASEE Global Colloquium October 19-24, 2008 in Cape Town South Africa. Specifically, this manuscript will address what the international engineering education community and the technology education community might have to offer each other. Responses appear below each of the three categories: impacts on curriculum, professional development, and collaboration

A Paradigm Shift: Biomimicry. (Cover Story)

Biomimicry is a new way of linking the human-made world to the natural world. Biomimicry is already having a tremendous impact on the way we design technological products and systems as of December 2003. The word biomimicry comes from Greek words bios and mimesis. In short, biomimics imitate nature. We now have the capability, however, to not only imitate products of nature but also nature\u27s materials and processes. During the seventeenth century, the relationship between humans and the natural world changed in several ways. Scientists of various disciplines are working with engineers, designers, and other researchers in an interdisciplinary manner to create products and systems based on nature

Don\u27t Just Cover the Engineering Design Process, Patent It!

The article discusses the importance of understanding intellectual property (IP) concept for students of engineering design process. It highlights that IP classification are of four types which includes patent, trademarks and copyright. The article further offers brief information on process of obtaining a utility patent for technological inventions