Positioning Technology Education in the Curriculum
The position of technology education in the school curriculum is a topic of continuous discussions. This book offers a number of research-based contributions to that discussion. A number of aspects have been identified that are related to the way technolo
- PDF / 3,782,629 Bytes
- 236 Pages / 325.984 x 491.932 pts Page_size
- 63 Downloads / 247 Views
INTERNATIONAL TECHNOLOGY EDUCATION STUDIES
Series Editors Rod Custer, Illinois State University, Normal USA Marc J. de Vries, Eindhoven University of Technology, The Netherlands
Editorial Board Piet Ankiewicz, University of Johannesburg, South Africa Dov Kipperman, ORT Israel, Israel Steven Lee, Taiwan National Normal University Taipei, Taiwan Gene Martin, Technical Foundation of America, USA Howard Middleton, Griffith University, Brisbane, Australia Chitra Natarajan, Homi Babha Centre for Science Education, Mumbai, India John R. Dakers, University of Glasgow, UK
Scope Technology Education has gone through a lot of changes in the past decades. It has developed from a craft oriented school subject to a learning area in which the meaning of technology as an important part of our contemporary culture is explored, both by the learning of theoretical concepts and through practical activities. This development has been accompanied by educational research. The output of research studies is published mostly as articles in scholarly Technology Education and Science Education journals. There is a need, however, for more than that. The field still lacks an international book series that is entirely dedicated to Technology Education. The International Technology Education Studies aim at providing the opportunity to publish more extensive texts than in journal articles, or to publish coherent collections of articles/chapters that focus on a certain theme. In this book series monographs and edited volumes will be published. The books will be peer reviewed in order to assure the quality of the texts.
Positioning Technology Education in the Curriculum
Marc J. de Vries (Ed.) Delft University of Technology, The Netherlands
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6091-673-1 (paperback) ISBN: 978-94-6091-674-8 (hardback) ISBN: 978-94-6091-675-5 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com
Printed on acid-free paper
All Rights Reserved © 2011 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
PREFACE
This book is a spin-off from the international Pupils’ Attitudes Towards Technology (PATT) conference that was held in Delft, the Netherlands in 2009. The main theme of this conference was the same as what has now become the title of this book. All participants were asked to reflect on the way Technology Education, in whatever form, should be positioned in the school curriculum. In recent international discussions about this, it has become clear that the position of Technology Education in the curriculum is never to be taken for granted. Ev
Data Loading...
