Journal of Technology Studies: Volume XXIV, Number 1, Winter/Springl 1998 - Sa... - The Diigo Meta page

• 19 Oct 08
  

  gordon heidel

  Middle Years PAA

  • The impact of discoveries, inventions,  and creative developments in science, mathematics, and technology is apparent in  practically all spheres of life, but these fundamental  fields of human inquiry and action often play an ambiguous role in education (Black &  Atkin, 1996)
  • paper reviews curricula in  technology education in four regions of the United  Kingdom (U.K.), Alberta and British Columbia  (B.C.) in Canada, and Japan.
  • no technology/industrial arts  education related subject in elementary schools.
  • A school hour at this level is defined as a class period of 50  minutes. Industrial arts and homemaking is one of  nine required subjects. Requirements for first and second grades in industrial arts is 70  hours (6.7%) and third grade is 70 to 105 hours  (6.7 to 10%).
  • 11 areas.
  • six areas of the  industrial arts strand are woodworking,  electricity, metalworking, machine, cultivation, and  fundamentals of information.

  • METAL WORKING 

    Objective: Students will understand  the properties of metal material and design and produce sample metal goods reflecting  form and function.

  • MACHINE

     

    Objective: Students will understand  mechanisms, machine operation and maintenance, and energy conversion. They will design  and build a simple machine model.
  • CULTIVATION 

    Objective: Students will understand  the conditions of crop growth and cultivation techniques, and develop the ability to  raise crops systematically.
  • A new national  curriculum in England and Wales was introduced in 1995 (Department for Education, 1995)  and supported the need for students to learn life skills and problem solving using the  designing and making approach.

  • The five main areas of the Scottish  school curriculum are: 
  • Language:
  • Mathematics.
  • Environmental studies: a broad area  with three main aspects: scientific studies and applications, including health  education; social studies, including history and  geography; and technological activities and applications, including information technology.

  • Expressive arts: a broad area with  four main aspects: art and design, music, physical education, and drama. 
  • Religious and moral education.
  • British Columbia, Canada,
  • "applied skills," similar to  the practical arts in the 1970s in the United  States includes studies in technology education,  business education, and home economics
  • communication technology, production,  control/energy and power, and self and society (O'Riley, 1996).

  • · Build daily living skills. 

    · Investigate career options. 

    · Use technology (managing, processes,  tools) effectively and efficiently. 

    · Prepare for entry into the workplace  and/or related postsecondary programs. 

     
  • 150 (10.5%)
  • Career technology studies
  • many countries have  systematically introduced technology education as  a subject or part of an integrated science, technology, and society education program  from kindergarten to senior high school.
  • In Northern Ireland, science and  technology as an integrated subject is offered  from ages 5 to 11.
  • Alberta, Canada, elementary  science includes technology education.
  • CTS still has a vocational  education color in comparison to the U.K. and the British Columbia (B.C.) technology  education programs.
  • technology education is  currently an ordinary subject only at the junior  high school level. Unfortunately, there is no  articulation of technology education subject  matter and process from elementary to the upper secondary level.

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