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 technology education can be embedded in the curriculum: The historical development of the subject, its disciplinary character, its relation to other parts of the curriculum, and in particular with science and language education, the relation between the formal school curriculum and informal learning, forms of progression over the grades, and its contribution to citizenship, forms of literacy and ethics. The final chapter deals with specific issues for developing countries. The book can support decision making on the curriculum and the development of technology education as a part of that by providing theoretical and empirical insights on this topic.
Inhoudsopgave
Preface; 1. Introduction; Developmental Aspects; 2. A Context for Change – a Charge to Consider; 3. Looking Back in order to Move Forward; Defining Technology Education; 4. Blurring the Boundaries between Human and World; 5. Where Did Technology Go?; Technology, Engineering and Science Education; 6. The Stem Programme in England; 7. Between Technology Education and Science Education: a Necessary Positioning; 8. Engineering: Good for Technology Education; Formal and Informal Technology Education; 9. Developing Teaching in Technology – from Isolation to Cooperation; 10. Technological Literacy in Youth Organisations; Responsible Citizenship; 11. Technology Education; 12. Technology Education: Overcoming the General Motors Syndrome; Relation with Literacy; 13. Learning Language, Learning Technology; 14. Co-Development of Language and Technological Literacy; Progression in the Curriculum; 15. Progression in the Knowledge and Philosophy of Technology; Developing Countries; 16. Technological Literacy in a Developing World Context: the Case of Bangladesh; 17. Exploring the Position of Technology Education in China
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