Developing Novel Explanatory Models For Electronics Education

This paper explores how representations of technologicalconcepts may be designed to help students with visuallearning styles achieve successful comprehension in thefield of electronics. The work accepts a wide definition ofwhat is understood by the visualisation of a model in thatit can take different external forms, but also include aninternal representation in a person’s mind. We are of theopinion that to acquire scientific or technologicalknowledge there is a requirement for abstract models toexhibit particular features that complement the nature oftheir fields, and that their effectiveness is dependent onthe context in question. This work reports on thedevelopment of experimental materials which are novelteaching aids in the context of electronics education. Itproposes design principles based on congruent,schematised, symmetrical spatial metaphors of circuitsincorporating interactivity by the use of gesture,scaffolding, learning by topological, analogical andconceptual resemblances. We conclude that qualitativemethods may be employed with a significant measure ofsuccess even for a field such as electronics that is oftenconsidered to be difficult due to the necessity of abstractexplanations

Investigating the relationship between gender and subject attainment : influencing further study of technology subjects in Malta

This work expands on the prior research of Stellini and Pule (2019) which investigated the relationship between subject attainment and the factors governing students' decisions in relation to the further study of design and technology areas. The study for the year 2019 by these authors indicated positive perceptions of the subject of design and technology by state-middle school students of both genders. Meanwhile, other variables were discovered, showing that sociocultural considerations and future career objectives impact students' decision-making interests in subject taking. The subjects chosen by students have implications for future employment, societal mobility, and the knowledge and skills required to drive the economy (Davies & Ercolani, 2018). According to the most recent National Statistics Office report on the labour force survey in Malta, public administration, defence, education, social work, and human health have the highest distribution of jobs. Manufacturing, industry, quarrying, and construction are all mid-level jobs with a large male representation (Labour Market and Information Society Statistics Unit, 2020).peer-reviewe

Introducing middle school children to compulsory D&T : does it influence their choice of subject later on? A case study of Maltese state secondary schools.

In 2005, Design and Technology (D&T) was introduced in Maltese Secondary schools and it has been offered as an optional subject till the present situation. In 2014, D&T has been introduced as a compulsory subject during the first and second year of middle secondary schools yet there was no study indicating its’ impact on student’s perception linked to gender. Issues have surged where low gender representation from females were noticed within schools. Diekman, Weisgram, and Belanger (2015) argue that women in STEM fields of occupation are generally underrepresented, D&T included. Sonja Niiranen (2018), states that despite the work developed on gender equality, technology education appears to have issues related to gender. The number of women in technical careers in EU countries has not increased. This might be due to how childhood experiences set future interactions within technology education. This research investigates the relationship between students’ perceptions of D&T with respect to gender during their compulsory exposure to the subject in Maltese middle schools. Questionnaires were used to build a quantitative case study for exploring the criteria used by students to decide whether to opt for or drop D&T after middle school. Results indicate that students’ perception concerning D&T is generally positive for both genders and the female population has progressively increased, although it is still considered low. The students enjoy D&T in class and value it as a life enhancing subject however, they do not wish to continue studying it further than middle school. Results also indicate that exposure at school had minimal effect on students’ decisions to continue their studies in D&T. The prime variables influencing and ultimately driving students’ decisions seem to be sociocultural factors and future career aspirations. The research concludes that the creation of future employments for D&T graduates and the recognition of D&T courses and qualifications by employers will probably be the most influential factor governing the uptake of the study of D&T at the level of secondary school.peer-reviewe