The Value of a Utilitarian Curriculum: The Case of Technological Education

Hansen, Ron

doi:10.1023/a:1008800818574

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…The verbal-abstract character of school teaching and learning is particularly well manifested in the curricula and pedagogics of the traditional academic subjects, which tend to be divorced from the everyday world of the learners (Säljö & Wyndhanm, 1993), which is why the classic school subjects are often criticised as abstractions which perpetuate narrow conceptions of pedagogy and life (e.g., Hansen, 1997).…”

Section: Introductionmentioning

confidence: 99%

School Subjects as Social Categorisations

2006

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The present study set out to examine school subjects in terms of social categorisations of a child's educability. A group of academically educated (N = 180) and vocationally educated parents (N = 249) with a child in the third grade of comprehensive school were asked to indicate their child's strongest and weakest school subject and to give reasons for their choices. The parents' most frequent choices for both the strongest and the weakest subject turned out to be mathematics and Finnish, which substantiates the pivotal role of the cognitive-verbal competencies in defining the child's educability. The choices were guided by the child's gender, so that mathematics was typically regarded as the strongest subject of boys and the weakest subject of girls and conversely, Finnish was regarded as the strongest subject of girls and the weakest subject of boys. The parent's educational position organised the reasons given for the subject choices so that self-serving attribution was stronger among the academically educated than the vocationally educated parents, suggesting that the parents' education relates to the trust they place on their child's educational potential.

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Section: Introductionmentioning

confidence: 99%

School Subjects as Social Categorisations

2006

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“…This mirrors Hansen's (1997) observation that Technical education is being squeezed in an environment of, 'narrow conceptions of human development and the purposes of schooling. 'While the skills offered by Technical subjects map effectively to the Scottish executive and industry's identified needs in terms of key skills, the virtues of Technical subjects still remain largely unheralded.…”

Section: Discussionmentioning

confidence: 53%

Technical education in Scotland: Fit for purpose?

Canavan

Doherty

2007

Int J Technol Des Educ

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As Technical education strains to find a niche in the educational market place, are teachers suffering from a crisis of confidence? How comfortable are they with the everchanging curriculum, with the subjects they are teaching and the reasons why they are teaching them? The broadening of the Technical curriculum in secondary schools to include Practical Craft Skills has proved popular with some teachers, while others perceive a drift back to a purely skills based curriculum along with a further deterioration of the status of Technical departments. This paper explores the present state of Technical Education in Scotland through the analysis of an online survey of 95 practising teachers and an investigation of employers' entrance requirements for apprenticeships in the engineering and construction industries. The results indicate a degree of conflict among staff regarding the role of Technical education, coupled with limited recognition for Technical subjects among employers.

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“…Por su parte, con respecto al estado del arte y el carácter inédito de este trabajo, varios reportes de investigación y ensayos presentan la necesidad de realizar cambios en la educa-ción del diseño, entre los que se incluye abordar conocimientos desde distintas áreas para una mejor fundamentación ante los problemas complejos que se enfrentan en la práctica; entre esas áreas está la tecnología (FRIEDMAN, 2000) ( FINDELI, 2001) (NORMAN, 2010) (BAYNES, 2010) (NORMAN, 2011) (BREMNER, RODGERS e PAUL, 2013) (NORMAN, 2014) (WILSON e ZAMBERLAN, 2015). Por su parte, en publicaciones especializadas como International Journal of Technology & Design Education, y Design and Technology Education: An International Journal, existen algunos reportes que tratan el tema de los conceptos o los conocimientos teóricos de la tecnología (HANSEN, 1997) (ROSSOUW, HACKER e DE VRIES, 2011) (COMPTON e COMPTON, 2013) Sin embargo, ninguna de estas investigaciones estudian la enseñanza de conceptos tecnológicos en diseño.…”

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Conceptos Tecno-Lógicos Como Contenido en La Enseñanza Del Diseño

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The Value of a Utilitarian Curriculum: The Case of Technological Education

Cited by 7 publications

References 3 publications

School Subjects as Social Categorisations

School Subjects as Social Categorisations

Technical education in Scotland: Fit for purpose?

Conceptos Tecno-Lógicos Como Contenido en La Enseñanza Del Diseño

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