[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600414-105":59,"doc-detail-600414-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","student-insights-on-product-improvement-and-user-perspectives-in-japanese-junior-high-technology-education","Student Insights on Product Improvement and User Perspectives in Japanese Junior High Technology Education","","This study investigates Japanese junior high students’ perspectives on improving manufactured products and their user perceptions after participating in materials processing technology learning. A web-based survey collected 721 valid responses from 833 students under recent curriculum changes emphasizing real-world application. Results show high engagement in practical tasks, with 91.7% expressing positive making-related attitudes, yet only 41.5% linked the experience to future career aspirations. Students’ improvement descriptions emphasized safety and functionality while often overlooking environmental and economic factors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-insights-on-product-improvement-and-user-perspectives-in-japanese-junior-high-technology-education/600414/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-insights-on-product-improvement-and-user-perspectives-in-japanese-junior-high-technology-education/600414.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of this study in Japanese junior high technology education?","Question",{"text":112,"@type":113},"The study explored students’ perspectives on improving manufactured products and their perceptions as users after materials processing technology learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the survey conducted and how many responses were analyzed?",{"text":117,"@type":113},"A web-based survey collected 721 valid responses from 833 students.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes did students most often mention when describing product improvements?",{"text":121,"@type":113},"Students frequently focused on safety (45.2%) and functionality (34.4%), while environmental and economic factors were often neglected.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600414,1792090646,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Student Insights on Product Improvement and User Perspectives in Japanese Junior High Technology Education  \nHisashi Nakahara, Oita University, Japan Keita Sera, Nara University of Education, Japan Tetsuya Uenosono, Hirosaki University, Japan  \nAtsuhiro Katsumoto, Hokkaido University of Education, Japan Jun Moriyama, Hyogo University of Teacher Education, Japan  \nAbstract  \nThis study investigates junior high school students' perspectives on improving manufactured products and their perceptions as users after participating in materials processing technology learning in Japan. Guided by recent changes in Japanese curriculum guidelines emphasizing real-world application, we conducted a web-based survey collecting 721 valid responses from 833 students. The survey explored students' enjoyment of and satisfaction with materials processing learning, as well as their intentions regarding future technology-related careers. Our findings reveal high engagement in practical tasks, with 91. 7% of students expressing positive attitudes towards making things. However, only 41.5% viewed their experiences as positively impacting future career aspirations. When prompted to describe product improvements, students frequently focused on safety (45 . 2%) and functionality (34 .4%), while often neglecting environmental and economic factors. Differences emerged between those who described useroriented improvements and those who did not, suggesting that descriptive reflection may enhance safety awareness and other practical concerns. This study contributes to the ongoing discourse on technology education by highlighting the need for curricular advancements that better link technological learning with future career opportunities. It also underscores the importance of fostering a comprehensive design approach that includes societal and environmental considerations.  \nKeywords  \nTechnology Education, Design and Making things, User perspectives, Viewpoints on the Improvement of Products  \nIntroduction  \nTechnology education plays a crucial role in preparing students for the challenges of an increasingly technological world. In Japan, recent curriculum changes have sought to align classroom learning more closely with real-world technical challenges, reflecting a global trend towards more practical and applied technology education (Ritz & Fan, 2015) . This study aims to explore junior high school students' perspectives on improving manufactured products and their perceptions as users after participating in materials processing technology learning.  \nThe significance of this study lies in its integration of theoretical knowledge with practical applications, which is vital for students to understand and influence technology's evolving role  \nin society. As Williams (2009) argues, technological literacy is a key component of modern democracy, requiring a broader and more inclusive approach to technology education. In Japan, this shift is reflected in the Ministry of Education, Culture, Sports, Science, and Technology's curriculum guidelines, which emphasize reflective, critical, and innovative education in technology (Ministry of Education, Culture, Sports, Science, and Technology, 2017a; 2017b) .  \nInternationally, there has been a growing emphasis on integrating engineering and technology more comprehensively into broader curricula. For example, the Next Generation Science Standards (NGSS) in the United States encourage an interdisciplinary approach, blending engineering practices with core scientific concepts to address real-world problems (NGSS, 2013) . Similarly, the European Commission's educational directives emphasize incorporating sustainability and societal needs within the framework of technology education (European Commission, 2020) . Ritz and Fan's (2015) comprehensive review of STEM and technology education across different countries highlights the global trend towards integrating these fields. They note that while approaches vary, there is a co","cbCaicqnP9j2CDxn","https://ap.wps.com/l/cbCaicqnP9j2CDxn","pdf",499316,15,"English","# Abstract\n# Keywords\n# Introduction\n# Background and Rationale\n## Curriculum changes and practical application\n## International frameworks and trends\n# Challenges in implementation","[{\"question\":\"What was the purpose of this study in Japanese junior high technology education?\",\"answer\":\"The study explored students’ perspectives on improving manufactured products and their perceptions as users after materials processing technology learning.\"},{\"question\":\"How was the survey conducted and how many responses were analyzed?\",\"answer\":\"A web-based survey collected 721 valid responses from 833 students.\"},{\"question\":\"What themes did students most often mention when describing product improvements?\",\"answer\":\"Students frequently focused on safety (45.2%) and functionality (34.4%), while environmental and economic factors were often neglected.\"}]","Student Insights on Product Improvement and User Perspectives in Japanese Junior High Technology Education | PDF",38]