Example of International Journal of Technology and Design Education format
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Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format
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Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format Example of International Journal of Technology and Design Education format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

International Journal of Technology and Design Education — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Education #181 of 1319 up up by 103 ranks
Engineering (all) #69 of 297 up up by 5 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 200 Published Papers | 715 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 10/06/2020
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Related Journals

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Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

1.326

1% from 2018

Impact factor for International Journal of Technology and Design Education from 2016 - 2019
Year Value
2019 1.326
2018 1.319
2017 1.339
2016 0.852
graph view Graph view
table view Table view

3.6

20% from 2019

CiteRatio for International Journal of Technology and Design Education from 2016 - 2020
Year Value
2020 3.6
2019 3.0
2018 2.2
2017 2.1
2016 2.4
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 1% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 20% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.817

19% from 2019

SJR for International Journal of Technology and Design Education from 2016 - 2020
Year Value
2020 0.817
2019 1.014
2018 0.563
2017 0.702
2016 0.526
graph view Graph view
table view Table view

1.859

16% from 2019

SNIP for International Journal of Technology and Design Education from 2016 - 2020
Year Value
2020 1.859
2019 2.213
2018 1.751
2017 1.974
2016 1.305
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 19% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 16% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

International Journal of Technology and Design Education

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Springer

International Journal of Technology and Design Education

The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other ...... Read More

Engineering

i
Last updated on
10 Jun 2020
i
ISSN
0957-7572
i
Impact Factor
High - 2.198
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
SPBASIC
i
Citation Type
Author Year
(Blonder et al, 1982)
i
Bibliography Example
Beenakker CWJ (2006) Specular andreev reflection in graphene. Phys Rev Lett 97(6):067,007, URL 10.1103/PhysRevLett.97.067007

Top papers written in this journal

Journal Article DOI: 10.1007/S10798-011-9160-X
Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment
Kuo Hung Tseng1, Chi Cheng Chang2, Shi-Jer Lou3, Wen Ping Chen1

Abstract:

Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey... Many scholars claimed the integration of science, technology, engineering and mathematics (STEM) education is beneficial to the national economy and teachers and institutes have been working to develop integrated education programs. This study examined a project-based learning (PjBL) activity that integrated STEM using survey and interview methods. The participants were 30 freshmen with engineering related backgrounds from five institutes of technology in Taiwan. Questionnaires and semi-structured interviews were used to examine student attitudes towards STEM before and after the PjBL activity. The results of the survey showed that students’ attitudes to the subject of engineering changed significantly. Most of the students recognized the importance of STEM in the science and engineering disciplines; they mentioned in interview that the possession of professional science knowledge is useful to their future career and that technology may improve our lives and society, making the world a more convenient and efficient place. In conclusion, combining PjBL with STEM can increase effectiveness, generate meaningful learning and influence student attitudes in future career pursuit. Students are positive towards combining PjBL with STEM. read more read less

Topics:

Science education (56%)56% related to the paper, Technology education (55%)55% related to the paper, Project-based learning (55%)55% related to the paper, Engineering education (54%)54% related to the paper, Meaningful learning (53%)53% related to the paper
361 Citations
Journal Article DOI: 10.1023/A:1026192113732
Implementing the Project-Based Learning Approach in an Academic Engineering Course
Moti Frank1, Ilana Lavy1, David Elata1

Abstract:

This paper presents perceptions and attitudes of freshmen students that have participated in an introductory Project-Based Learning (PBL) course in engineering. The course, `A creative introduction to mechanical engineering', was developed and is taught in the Faculty of Mechanical Engineering at the Technion. In this course,... This paper presents perceptions and attitudes of freshmen students that have participated in an introductory Project-Based Learning (PBL) course in engineering. The course, `A creative introduction to mechanical engineering', was developed and is taught in the Faculty of Mechanical Engineering at the Technion. In this course, teams of students carry out mini-projects that require the design and construction of devices that perform pre-defined tasks. The qualitative paradigm was found to be suitable for studying the process undergone by the students, mainly because the study focused on the human aspect — the students' emotions, thoughts, behavior, and difficulties. Data was collected by means of semi-structured interviews with the students, the teacher, and the teaching-assistant, by observations in the classroom, and by analyzing students' reports. The paper presents the students' perceptions of: the aim of the course; the instructor's role in a PBL environment; characteristics of PBL course; advantages of the PBL from the students' point of view; PBL as a learning environment for future engineers, and implications of learning in teams. read more read less

Topics:

Project-based learning (61%)61% related to the paper, Learning environment (56%)56% related to the paper, Educational technology (54%)54% related to the paper, Engineering education (52%)52% related to the paper
344 Citations
Journal Article DOI: 10.1007/S10798-015-9304-5
Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade
Amanda Sullivan1, Marina Umaschi Bers1

Abstract:

In recent years there has been an increasing focus on the missing “T” of technology and “E” of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood ye... In recent years there has been an increasing focus on the missing “T” of technology and “E” of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N = 60 children in pre-kindergarten through second grade who completed an 8-week robotics curriculum in their classrooms using the KIWI robotics kit combined with a tangible programming language. Children were assessed on their knowledge of foundational robotics and programming concepts upon completion of the curriculum. Results show that beginning in pre-kindergarten, children were able to master basic robotics and programming skills, while the older children were able to master increasingly complex concepts using the same robotics kit in the same amount of time. Implications for developmentally appropriate design of technology, as well as structure and pace of robotics curricula for young children are addressed. read more read less

Topics:

Early childhood education (53%)53% related to the paper, Curriculum (51%)51% related to the paper, Robotics (50%)50% related to the paper
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279 Citations
Book Chapter DOI: 10.1007/978-94-011-5598-4_12
Conceptual and Procedural Knowledge
Robert McCormick1

Abstract:

The ideas that underlie the title of this chapter have been part of a familiar debate in education, namely that of the contrast of content and process. In both science and mathematics similar arguments have taken place, and these debates represent a healthy examination of, not only the aims of science and mathematics educatio... The ideas that underlie the title of this chapter have been part of a familiar debate in education, namely that of the contrast of content and process. In both science and mathematics similar arguments have taken place, and these debates represent a healthy examination of, not only the aims of science and mathematics education, but the teaching and learning issues, and as such they reflect the relative maturity of these subject areas. Even in technology education, which is still in its infancy as a subject, echoes of these debates exist and there are contrasts of approaches to the balance of process and content across the world. The ‘debate’ in technology is evangelical in nature, with for example, proponents making claims for problem-solving approaches as a basis for teaching with few accounts and almost no empirical research of what actually happens in classrooms. There is insufficient consideration of the learning issues behind this, or other proposals, and it is timely to turn our attention to student learning. This article examines the nature of technological knowledge and what we know about learning related to it. The article argues that learning procedural and conceptual knowledge associated with technological activity poses challenges for both technology educators and those concerned with research on learning. read more read less

Topics:

Active learning (60%)60% related to the paper, Educational technology (58%)58% related to the paper, Technology education (57%)57% related to the paper, Procedural knowledge (56%)56% related to the paper, Science education (56%)56% related to the paper
273 Citations
Journal Article DOI: 10.1023/A:1026125427344
Implementation and Assessment of Project-Based Learning in a Flexible Environment
Yaron Doppelt1

Abstract:

Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments. Advancing low-achieving pupils is an on-going challenge for educational systems. Routing low-achievers into low-learning tracks creates a vicious circle. In order to extract pupils and their tea... Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments. Advancing low-achieving pupils is an on-going challenge for educational systems. Routing low-achievers into low-learning tracks creates a vicious circle. In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment. This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains. The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects. The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning. The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements. Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school. read more read less

Topics:

Learning environment (58%)58% related to the paper, Project-based learning (58%)58% related to the paper, Experiential learning (57%)57% related to the paper, Educational technology (57%)57% related to the paper
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249 Citations
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Frequently asked questions

1. Can I write International Journal of Technology and Design Education in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the International Journal of Technology and Design Education guidelines and auto format it.

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3. Can I cite my article in multiple styles in International Journal of Technology and Design Education?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the International Journal of Technology and Design Education citation style.

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5. Can I use a manuscript in International Journal of Technology and Design Education that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper International Journal of Technology and Design Education that you can download at the end.

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12. Is International Journal of Technology and Design Education's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for International Journal of Technology and Design Education?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for International Journal of Technology and Design Education. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In International Journal of Technology and Design Education?

The 5 most common citation types in order of usage for International Journal of Technology and Design Education are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the International Journal of Technology and Design Education?

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16. Can I download International Journal of Technology and Design Education in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in International Journal of Technology and Design Education Endnote style according to Elsevier guidelines.

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