Show simple item record  

dc.contributor.authorJones, Alister
dc.contributor.authorMoreland, Judy
dc.date.accessioned2013-01-06T22:50:48Z
dc.date.available2013-01-06T22:50:48Z
dc.date.copyright2003-01
dc.date.issued2003
dc.identifier.citationJones, A., & Moreland, J. (2003). Developing classroom‐focused research in technology education. Canadian Journal of Science, Mathematics and Technology Education, 3(1), 51-66.en_NZ
dc.identifier.issn1942-4051
dc.identifier.urihttps://hdl.handle.net/10289/6977
dc.description.abstractDuring the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light of what needs to be done. Past research has tended to focus on curriculum issues and the defining of the subject. If technology education is to advance as a curriculum area of worth and as a focus of research, then much more of our research effort must be on student and teacher learning in technology. This paper argues that classroom‐based research must become the focus of research over the next 10 years. While there is published research on what students do when involved in technological activities, we still lack significant research on students’ learning in technology and on ways in which this learning can be enhanced. Teacher and student conceptualization of technology is a complex issue and requires an understanding of the many factors that influence it. Classroom culture and student expectations appear to influence strongly the way in which students carry out their technological activities. Student learning in technology can be enhanced by effective formative interactions occurring between teacher and student and between student and student. Part of technology assessment should provide evidence of progression in learning, about which we currently know very little. This paper describes some fruitful areas of classroom‐based research that could inform technology curriculum development.en_NZ
dc.language.isoen
dc.publisherTaylor and Francisen_NZ
dc.relation.ispartofCanadian Journal of Science, Mathematics and Technology Education
dc.titleDeveloping classroom‐focused research in technology educationen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/14926150309556551en_NZ
dc.relation.isPartOfCanadian Journal of Science, Mathematics and Technology Educationen_NZ
pubs.begin-page51en_NZ
pubs.elements-id29310
pubs.end-page66en_NZ
pubs.issue1en_NZ
pubs.volume3en_NZ


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record