Diagnosis of technological Competencies

Transcription

1 Diagnosis of technological Competencies Prof. Dr. Ing. Walter E. Theuerkauf

2 Agenda of the presentation Topics Competencies and Subcompetencies Standards Content Dimension Prototyps of Tasks Configuration of items Results of a pilot study Summery

3 Fundamental Knowledge about Technology Technology Literacy: Technological Literacy impart technological competencies, which are necessary for an understandable and responsible participation at social life for all people in the world. Actual question: Which competence or performance of Technological Literacy possess or can reached a student at a certain level at a fixed grade in school in general? That means what technological knowledge and what knowledge has a student about technology? Solution: We have to measure the performance analog to PISA

4 Steps to design and to measure competencies Begin Feedback Process End

5 General Definition of competencies General: Competencies are... die bei Individuen verfügbaren oder durch sie erlernbaren kognitiven Fähigkeiten und Fertigkeiten, um bestimmte Probleme zu lösen Weinert (2001). Competencies are Handlungsvollzüge als auch die zu Grunde liegenden mentalen Prozesse und Kapazitäten zu denen Kognition, Motivation und Volition bzw. Wissen und Können gehören (Klieme, Hartig 2007).

6 Definition of Technological Literacy Competence Competence of of Technological Literacy Literacy Means Means to use, to use, to to judge and to shape in an in appropriate an appropriate responsible way technical and technological Systems and Processes, mainly in their interaction with nature and society responsible way technical and technological Systems and Processes, mainly in their interaction with nature and society Subcompetence Competencies are knowledge, capabilities or skills, which are working models in the subdivided in subcompetencies. language of science. They can be subdivided in subcompetencies. Competencies are knowledge, capabilities or skills, which are working models in the language of science. They can be

7 Subcompetencies of Technological Literacy

8 Competencies for Technological Literacy - Working Models Processes and systems Specalized Knowledge Action Discovery of Knowledge Communication Discovery of Knowledge Assessment Discovery of Knowledge Systematic classification and description of technical processes and systems on the field of mass-, heat-, and information transfer; description of the way they form technological structures This requires an understanding the course of technical action and the mastery of structural design as well as practical skills in technology. Basic knowledge of technical terms and technical language; basic knowledge of the documentation of technical facts This requires the consideration of the interactions between human, technology nature and society as well economic and ecological point of views. (Technological Change) Dimension of context Dimension of technological acting

9 Demands to define Standards Standards describe no competencies, but behavior patterns, which are indications behind the competencies. Standards describe Knowledge of declaration and procedure as well as specialized practical skills, which student should possess at a certain grade, when they are in school. Standards have to be generated in such a way, that we can easily derive instruments to evaluate them.

10 Standards Processes and Systems TK 1 Subcompetence Processes and Systems T 1 T 2 T 3 T 4 T 5 T 6 T 7 Standards Technical phases of the product genesis has to be described as well as to assign the functions The transformation of technical processes and systems concerning material, energy and information has to be described functionally. The science and technical principles has to be assigned to the function course of the different components of processes. The cross linkage of the flow of material, energy and information in processes and systems has to be demonstrated and their relations has to be named. The behavior of marketable materials has to be described. Control and automatic control of technical processes has to be analyzed and to work out. The technological change has to be described under the viewpoint of history and present and prospective innovations of technical systems have to be extrapolated.

11 Standards Action TK 1 Subcompetencies Action Construction (Engineering) T 8 Standards Method to work out and to solve technical problems hast to be applied Technical problems hat to be described Information has to be collected and has to be evaluated Different ideas of solutions has to be analyzed and has to be worked out Technical economical calculation has to be realized Professional and ecologically choice of marketable materials and of simple equipment Different solutions has to be compared and assessed Solutions have to be optimized

12 Standards Action TK 1 Subcompetencies Action Specialized manufacturing T 9 Standards A work out solution has to be converted a technical drawing, which prescribe the manufacturing process as well as their practical transposition. Methods for planning a manufacturing sequence have to be applied. A qualified handling of tools and simple machines has to be put into practice. A qualified handling with marketable materials has to be put into practice. Mounting devices and the application of aids has to be manufactured. Product or artifacts has to be experimental tested. Choice of appropriate measuring instrument has to be made.

13 Standards Communication Subcompetence TK 3 Communication T 10 T 11 Standards The communication of technical facts hast o be realized in an appropriate way Technical facts has to be expressed in a sketch Technical facts has to be expressed conforming with standards of drawing Information has to be exchanged in a right specialized verbal way. Documentation of a technical project has to be made as portfolio Technical facts of processes and systems has to be illustrated by multimedia

14 Standards Assessment Subcompetence TK 4 Assessment T 12 T 13 T 14 T 15 Standards Practical value of selected technical artifacts and systems has t o be identified, compared and tested with regard to their efficacious usage Technical Processes and systems has to be rated with regard to their Economical worth has to be testes with regard of their use. Ecological agreeableness hast to be valued. The quality of their individual results of work has to be estimated by the students and they have to find possibilities to improve the quality. The effects of the technological change has with regard to be pointed out on the individual condition of life to be give reason for the professional decision

15 Prototypical Tasks

16 Standardization of Technical Tasks Prototypical task s are representative to measure the general knowledge as well as the recognition of the significance about technology in our world Prototypical technical tasks require Technological Knowledge and Knowledge about technology Prototypical tasks are Analysis measures technological knowledge Construction /engineering Manufacturing Assessment measures knowledge about technology If a student has proved to solve the task Analysis and Assessment he or she is sufficient educated in technology?

17 Description of the prototypical tasks Type of Tasks Description Theory Analysis Construction Manufacturing Exploring special knowledge,, which are the fundamentels for technical processes and systems Construction or design means to solve a technical problem, when the conditions are defined by a performanc specification Manufacturing means to organize a production sequence to secure high quality Theory of procesess and systems Theory of problem solving in engineering VDI Richtlinie 2221/2222 Theory of psychological regulation of actions (Hacker) Theory Learning by doing with all senses Theory of projectmanagement Assessment Assessment means to test artifacts, processes and systems with reard to technical, economical and ecological aspects Theory Failure Mode and Effect Analysis (FMEA) ISO 9001 Theory Fault Tree Analysis (FTA) DIN25424

18 Type of Task : Analysis Type of Task Possibilities of solutions Analysis Description technical Processes and Systems Case studies about workstations Variables of solution Flow of operations with imput, output and dissturbance variables Imput, and output variables as wll as the behavior of the operations Explaining the operations with regard Wirkprinzipien,Wirkorte and control mechanism Analyzing workstations with regard to the requirement of qualifications Standard T1 T 2 T3/T6 T 7 Case studies about the effects of technology Description about key innovation for human life T 15

19 Requirements for the choice of content

20 Focus on the context of technology education Computer Integrated Manufacturing Intelligent building Prof. Dr. Ing. W. E. Theuerkauf TU Prof. Braunschweig Dr. Theuerkauf

21 Content to impart Technological Literacy Key Problems PISA Individual Social Household Infrastructure Industrialization Intelligent house Changes of the structures of jobs Automatization Cross-linked household goods Personal Live e.g. residing and building Apartment/Detached house Food Nutrition Optimize preparation of food Sources of Energy and basic materials Preservation of the world around. Natural Sources Environment Economical consumption of resource Ecological friendly behavior Control of circulation Public transportation Structures of supply Transportation of Energy Reduction of the level of CO 2 Nursing Health Medical equipment Hospital equipment Global Companies Cross-linked structures of employment International cooperation in manufacturing International communication e. g. data interchange Food production Opening up of Energy Change of climate Avoidance of epidemics

22 Types of Tasks Examples for Key Subjects Types of tasks Individual Social Global Houshold Infrastructure Enterprise Analysis 4 Items Construction 1 Item Manufacuring 1 Item Assessment 1 Item

23 Scaling of technological Literacy Context Dimension Grades in % Technical and Technological Knowledge Specalized Knowledge in combination with processes and systems, which transform Material, Energy and Information % Transdiciplinarity Processes and cross linked systems 10 % Technological Problems 10 % Subtotal % Knowledge about Technology Construction and Manufacturing 40 % Communication and Assessment % Subtotal % Total 100 %

24 Empirical Evaluation

25 Result of the pilot study Item-Response-Theory Model equation Item function of the Rash model Quelle: Meschenmoser et. al.

26 Result of the pilot study Item-Response-Theory Model equation Item function of the Rash model Quelle: Meschenmoser et. al.

27 Conclusion We do know less what or young girls and boys know about technological facts and about technology. Therefore we have to measure their knowledge In over 29 different countries an international comparison and a ranking are existing at a defined grade about the knowledge in Science, Mathematics, which was made by PISA (Program for International Student Assessment ) In technology we can find anything. However we have to make a Comparison like PISA to show the significance of Technology Literacy. However it is necessary that we have to find an agreement about technology education at a defined level the competencies and the standards and the technological content

28 Thank you for your hospitality and your patience

29 Further information Literature: Duismann,G., Menschenmoser, H.: Technisches Verständnis als arbeitsrelevante Basiskompetenz.. In: Theuerkauf, W.E. et. al.: Qualität technischer Bildung. Berlin: Machmit Verlag 2009 Klieme, E.; Hartig, J.: Kompetenzkonzepte in den Sozialwissenschaften und im erziehungswissenschaftlichen Diskurs. In: Prenzel, Manfred; et. al. (Hrsg.): Kompetenzdiagnostik Zeitschrift für Erziehungswissenschaft 10 Jahrg., Sonderheft 8/2007 Köller. O.: Von Kompetenzbereichsmodellen zu Kompetenzstufen und ihrer Validierung. In: Theuerkauf, W.E. et. al.: Qualität technischer Bildung. Berlin: Machmit Verlag 2009 Graube, G.: Dyrenfurth M. J.: Theuerkauf, W. E. (eds): Technology Education International Concepts and Perspectives. Frankfurt a Main. Peter Lang Verlag 2003 Weinert, F. E.: Concept of Competence: A conceptual clarification. In: Rychen,D. S.; Hersh Salganic, L. (Eds): Defining and Selecting key competencies Seatle 2001 Personal Information: Prof. Dr. Ing. em. Walter E. Theuerkauf Technical University Braunschweig Faculty of Human arts and Science of Education w.theuerkauf@tu-bs.de