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

Hansen, Ron

doi:10.1007/978-94-011-5598-4_10

Cited by 4 publications

(2 citation statements)

References 6 publications

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“…Other traditions of technology education places the domain within craft and vocational training, often associated with less able students and with a low social status (see e.g. Hansen, 1997). In recent decades, however, technology has emerged as a subject in its own right and for all students in several countries.…”

Section: Representation Of Technology In General Educationmentioning

confidence: 99%

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Bungum

Esjeholm²,

Lysne

2014

NorDiNa

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Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained very little conceptual knowledge from mathematics and science even when their purpose was to do so. In this paper, we analyse four selected episodes in the material, and discuss the underlying cause for why science and mathematics do not form part of the activity. These underlying causes are conceptualised as: (i) concepts and procedures not being necessary for the purpose, (ii) problem solving better accomplished by other means, (iii) focus on product quality, and (iv) not the right type of knowledge. These reflect fundamental characteristics of the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.Berit Bungum is Associate Professor at The University's Resource Centre for Education in Mathematics, Science and Technology, Norwegian University of Science and Technology. She has long experience with teacher education in physics, and currently works with in-service training for teachers and development of teaching projects in science and technology.

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Section: Representation Of Technology In General Educationmentioning

confidence: 99%

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Bungum

Esjeholm²,

Lysne

2014

NorDiNa

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“…Dette er et internasjonalt fenomen, og Hansen (1997) peker på at en årsak til dette kan vaere at nytteorienterte kunnskapstradisjoner har hatt lavere status enn akademiske tradisjoner i skolen. I tillegg har for eksempel fysikkfaget i gymnaset utviklet seg fra det en kan betegne som et "verkstedfag" (Olsen, 2004) til et vitenskapsfag med mer fokus på abstrakte modeller.…”

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Teknologi og forskningslære i videregående skole: Hvem er lærerne og hvordan former de faget?

Bungum¹

2009

ADNO

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InnledningMed Kunnskapsløftet fikk vi Teknologi og forskningslaere (ToF) som et nytt programfag i videregående skole. Faget er et tilbud til elever i programområde for realfag, og skal gi disse elevene erfaring med realfagene i praktiske og samfunnsmessige sammenhenger. Faget baserer seg på ulike fagtradisjoner, men mangler foreløpig en egen identitet som skolefag. Det er derfor vesentlig hvordan den enkelte laerer bruker sin kompetanse i å realisere ideene og intensjonene som er nedfelt i et forholdsvis kortfattet laereplandokument.I denne artikkelen presenteres en undersøkelse av disse laererne: Hva slags bakgrunn har de, og hvordan ser de på egen kompetanse i forhold til faget? Hvordan preger laerernes bakgrunn deres tolkning av laereplanen? Hva legger de inn i undervisningen for å nå kompetansemålene for elevene? Hvilke sider av faget skaper utfordringer for dem som laerere?Undersøkelsen belyser disse spørsmålene ved hjelp av et skriftlig spørre-skjema og intervjuer med utvalgte laerere.

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Teaching science to 8th graders by engaging them in a design and technology activity

Sidawi¹

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

Cited by 4 publications

References 6 publications

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Teknologi og forskningslære i videregående skole: Hvem er lærerne og hvordan former de faget?

Teaching science to 8th graders by engaging them in a design and technology activity

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