| Frontmatter | 1 |
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| Cover | 1 |
| Imprint | 4 |
| Contents | 5 |
| Preface | 7 |
| Primary-school pupils' self-efficacy and its influence on solving technological problem-based design tasks (Victoria Adenstedt | 7 |
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| 13 | 7 |
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| Introduction | 13 |
| 1. Self-efficacy in technology education | 14 |
| Developing technological self-efficacy through technology education | 15 |
| Technological self-efficacy from a gender perspective | 16 |
| 2. Technological self-efficacy study | 17 |
| Research questions | 17 |
| Method and design | 17 |
| Sample | 18 |
| Results | 18 |
| 3. Problem-solving in technology education | 20 |
| Problem-solving circle | 21 |
| 4. Problem-based design study | 22 |
| Research questions | 22 |
| Sample | 23 |
| Method and design: mixed-methods | 23 |
| I. Questionnaire | 23 |
| II. Videotaping the problem-solving | 23 |
| III. Guided interview | 25 |
| First Results | 25 |
| 5. Outlook | 26 |
| References | 27 |
| What distinguishes a technology literate pupil? Conception and development of a test instrument (Stefan Fletcher) | 31 |
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| 1. Starting situation and objectives | 31 |
| 2. Test conception – a model for technology literacy | 33 |
| 2.1 The technology literate pupil – an ideal vision | 33 |
| 2.2 Theoretical reference points | 35 |
| 2.2.1 Content dimension: The system theory for the identification and structuring of possible contents of the concept of technology literacy | 35 |
| 2.2.2 Action dimension: Typical ways of thinking and acting in technology | 37 |
| 2.2.3 Dimension: fields of action / action contexts | 38 |
| 2.3 Merging: A task development model for recording technology literacy | 39 |
| 3. Test Design | 40 |
| 3.1 Obtaining test items based on the task development model | 40 |
| 3.2 The chosen task format | 42 |
| 3.3 An example task | 44 |
| 3.4 The test time | 45 |
| 3.5 Linguistic design of the test | 45 |
| 3.6 Data collection and analysis | 45 |
| 4. Assessment of the quality criteria of the test instrument | 46 |
| References | 47 |
| Affinity for technology of girls and boys of lower secondary school level (Karin Güdel, Anni Heitzmann | 47 |
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| 49 | 47 |
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| 1. Introduction | 49 |
| 2. Objectives and research questions | 49 |
| 3. Study design and methods | 50 |
| 4. Theoretical background and operationalization of the construct affinity for technology (AFT) | 51 |
| 4.1 General acceptance of technology or attitude towards technology (OECD, 2006) | 52 |
| 4.2 Individual interest | 52 |
| 4.3 Self-efficacy in solving technical tasks | 53 |
| 4.4 Gender role in vocational choice | 54 |
| 5. Results | 54 |
| 5.1 Research question 1 | 54 |
| 5.2 Research question 2 | 57 |
| 5.3 Research question 3 | 57 |
| 6. Summary and discussion | 58 |
| 7. Conclusions | 58 |
| Acknowledgements | 59 |
| References | 60 |
| Increasing decision making competencies by applying simulation and gaming in technology and engineering education (Christian K. Karl | 60 |
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| 63 | 60 |
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| 1. Introduction | 63 |
| 2. Methodology | 64 |
| 3. Decision making competencies in technology and engineering | 65 |
| 4. Introduction to the employed approaches | 66 |
| 4.1 Case 1: The educational training environment “Construction Giant” | 66 |
| 4.2 Case 2: Triadic Game Design Approach as learning process | 68 |
| 5. Application of the approaches | 69 |
| 5.1 Case 1: “Construction Giant” as training method in construction technology | 69 |
| 5.1.1 Included decision areas | 70 |
| 5.1.2 Student groups and process | 71 |
| 5.2 Case 2: Triadic Game Design as teaching method in Management of Technology | 72 |
| 5.2.1 Student group and process | 73 |
| 6. Results and discussion | 73 |
| 6.1 Case 1: Board game as tool for improving decision making abilities | 73 |
| 6.2 Case 2: Triadic Game Design workshop as educational structure for decision making | 76 |
| 7. Conclusions | 80 |
| References | 81 |
| Competences in a digitalised world in the context of general and vocational technical education and training (Stefan Kruse | 81 |
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| 85 | 81 |
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| 1. The social relevance of digitalisation | 85 |
| 2. Digitalisation and competences | 86 |
| 2.1 Qualification requirements of the industry | 87 |
| 2.2 Content structuring of possible fields of competence | 88 |
| 3. Analysis of exemplary subject areas for the digital transformation on the basis of the VDI educational standards technology | 88 |
| 3.1 Topic “internet of things” | 89 |
| 3.2 Topic “socio-technical systems” or “man-machine systems” | 90 |
| 3.3 Topic “cyber-physical systems” | 92 |
| 3.4 The resulting competence grid for general technical education | 94 |
| 4. Research question and method | 94 |
| 4.1 Research question | 94 |
| 4.2 Methodology | 95 |
| 4.3 Sample and procedure | 97 |
