ERIC Number: EJ1003043
Record Type: Journal
Publication Date: 2013-May
Abstractor: As Provided
Reference Count: 7
Teaching the Nature of Technology: Determining and Supporting Student Learning of the Philosophy of Technology
Compton, Vicki J.; Compton, Ange D.
International Journal of Technology and Design Education, v23 n2 p229-256 May 2013
This paper reports on findings related to the Nature of Technology from Stage Two of the "Technological Knowledge and Nature of Technology: Implications for teaching and learning" ("TKNoT: Imps") research project undertaken in 2009. A key focus in Stage Two was the trialing of different teaching strategies to determine how learning related to the components Characteristics of Technology (CoT) and Characteristics of Technological Outcomes (COTO) could be supported. These components fall within the Nature of Technology (NoT) strand of technology in the New Zealand Curriculum (NZC) (Ministry of Education, 2007) and as such, reflect a philosophical understanding of technology as a discipline. During this stage of the research further exploration was undertaken to determine how student understanding of these two components of technology education progressed from level 1 to level 8 of the NZC (Ministry of Education, 2007). Common misconceptions and partial understandings related to these components are identified and explained and four case studies are presented to illustrate strategies employed by teachers and their impact on student learning related to these two components. The Stage Two outcomes resulted in the revision of the Indicators of Progression for CoT and CoTO in order to clarify the progression expected of students in each component and provide increased teacher guidance to support such progression.
Descriptors: Foreign Countries, Teaching Methods, Technology Education, Misconceptions, Teacher Guidance, Philosophy, Research Projects, National Curriculum, Intellectual Disciplines, Educational Indicators, Curriculum Development, Curriculum Design, Case Studies, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand