Diagnosis of technological Competencies TL&T Conference

Technological Education and Information Technology TBI

© Copyright TBITU Braunschweig

Prof. Dr. Theuerkauf

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Diagnosis of technological Competencies

Prof. Dr. Ing. Walter E. Theuerkauf




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Agenda of the presentation

Topics

• Competencies and Subcompetencies

• Standards

• Content Dimension

• Prototyps of Tasks

• Configuration of items

• Results of a pilot study

• Summery




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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




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Steps to design and to measure competencies

Begin End

Feedback Process




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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).




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Definition of Technological Literacy

Competence of Technological Literacy

Means to use, to judge and to shape in an

appropriate responsible way technical and

technological Systems and Processes, mainly in

their interaction with nature and society

Competencies are knowledge, capabilities or

skills, which are „working models “in the

language of science. They can be subdivided in

subcompetencies.

Competence of Technological Literacy

Means to use, to judge and to shape in an appropriate 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 language of science. They can be subdivided in subcompetencies.




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Subcompetencies of Technological Literacy




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Competencies for Technological Literacy - Working Models

Processes and systems

Specalized 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

Action

Discovery of Knowledge

This requires an understanding the course of

technical action and the mastery of structural

design as well as practical skills in technology.

Communication


Basic knowledge of technical terms and technical

language; basic knowledge of the documentation

of technical facts

Assessment


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 technol-

ogical acting




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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.

Demands to define Standards




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Subcompetence Standards

TK 1 Processes and Systems

T 1

T 2

T 3

T 4

T 5

T 6

T 7

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.

Standards “Processes and Systems “




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Standards “Action”

Subcompetencies Standards

TK 1 Action

Construction (Engineering)

T 8 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 beevaluated

• Different ideas of solutions has to be analyzedand 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




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TK 1 Action

Specialized manufacturing

T 9 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 sequencehave to be applied.

• A qualified handling of tools and simple machineshas to be put into practice.

• A qualified handling with marketable materials hasto be put into practice.

• Mounting devices and the application of aids hasto be manufactured.

• Product or artifacts has to be experimental tested.

• Choice of appropriate measuring instrument hasto be made.

Standards “Action”




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Standards “Communication”

Subcompetence Standards

TK 3 Communication T 10

T 11

The communication of technical facts hast o be realizedin an appropriate way

• Technical facts has to be expressed in a sketch

• Technical facts has to be expressedconforming 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 beillustrated by multimedia




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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




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Prototypical Tasks




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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 ?If a student has proved to solve the task „Analysis and Assessment „ he or she is

sufficient educated in technology ?




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uver Type of Tasks Description Theory

AnalysisExploring special knowledge,, which are the fundamentels for technical processes and systems

Theory of procesess and systems

Construction

Construction or design means to solve a technical problem, when the conditions are defined by a performanc specification

Theory of problem solving in engineering VDI Richtlinie 2221/2222

Theory of psychological regulation of actions (Hacker)

ManufacturingManufacturing means • to organize a production

sequence • to secure high quality

Theory Learning by doing with all senses

Theory of projectmanagement

AssessmentAssessment 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

Description of the prototypical tasks




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Type of

TaskPossibilities of

solutions

Variables of solution Standard

Analysis Description technical

Processes and Systems

Case studies about

workstations

Case studies about the

effects of technology

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 andcontrol mechanism

Analyzing workstations with regard to

the requirement of qualifications

Description about key innovation for

human life

T1

T 2

T3/T6

T 7

T 15

Type of Task : Analysis




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Requirements for the choice of content




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Focus on the context of technology education

Intelligent building

Computer Integrated Manufacturing

Prof. Dr. Ing. W. E. TheuerkaufTU Braunschweig




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Content to impart Technological Literacy

Key Problems PISA Individual

Household

Social

Infrastructure

Global

Companies

Industrialization ------ Intelligent house Changes of the

structures of jobs

Cross-linked

structures of

employmentAutomatization ------ Cross-linked household

goods

Control of

circulation

International coopera-

tion in manufacturing

Personal Live e.g. residing and building

----- Apartment/Detached house

Public transportation

International communication e. g.

data interchange

Food Nutrition Optimize preparation of food

Structures of

supply

Food production

Sources of Energy and

basic materials

Natural Sour-

ces

Economical

consumption of resource

Transportation of

Energy

Opening up of Energy

Preservation of the

world around.

Environment Ecological friendly

behavior

Reduction of the

level of CO2

Change of climate

Nursing Health Medical equipment Hospital

equipment

Avoidance of

epidemics




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Analysis

4 Items

Construction

1 Item

Manufacuring

1 Item

Types of Tasks – Examples for Key Subjects

Assessment

1 Item

Types of tasks Individual Social Global

Houshold Infrastructure Enterprise




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uver Context Dimension Grades in %

Technical and Technological Knowledge

Specalized Knowledge in combination with processes and systems,

which transform Material, Energy and Information

40 -55 %

Transdiciplinarity Processes and cross linked systems 10 %

Technological Problems 10 %

Subtotal 60-65 %

Knowledge about Technology

Construction and Manufacturing 40 %

Communication and Assessment 10 -15 %

Subtotal 50 - 55 %

Total 100 %

Scaling of technological Literacy




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Empirical Evaluation




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Result of the pilot study

Item-Response-Theory

Item function of the Rash model

Model equation

Quelle: Meschenmoser et. al.




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Result of the pilot study

Item-Response-Theory

Item function of the Rash model

Model equation

Quelle: Meschenmoser et. al.




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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




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Thank you for your hospitality and your patience




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Duismann,G., Menschenmoser, H.: Technisches Verständnis als arbeitsrelevanteBasiskompetenz. . 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: Personal Information: Personal Information: Personal Information: Prof. Dr. Ing. em. Walter E. TheuerkaufTechnical University BraunschweigFaculty of Human arts and Science of [email protected]://www.tu-braunschweig.de/wbm/personal/emeriti/theuerkauf

Further information

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Diagnosis of technological Competencies TL&T Conference