Science Competencies in Vocational Education. Business and Office Education, Consumer and Homemaking Education, Marketing and Distributive Education.

Autor/inn/en	Holsey, Lilla G.; Rosenfeld, Vila M.
Institution	East Carolina Univ., Greenville, NC. School of Home Economics.
Titel	Science Competencies in Vocational Education. Business and Office Education, Consumer and Homemaking Education, Marketing and Distributive Education.
Quelle	(1985), (72 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Behavioral Objectives; Business Education; Competence; Competency Based Education; Consumer Education; Distributive Education; Home Economics; Integrated Curriculum; Marketing; Office Occupations Education; Science Education; Science Instruction; Scientific Concepts; Scientific Principles; Secondary Education; State Curriculum Guides; Vocational Education; North Carolina + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Konsumerziehung; Hauswirtschaft; Hauswirtschaftslehre; Büro- und Verwaltungsschule; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Rahmenlehrplan; Ausbildung; Berufsbildung
Abstract	A project was conducted in North Carolina to identify science competencies in three selected vocational programs: consumer and homemaking education, business and office education, and marketing and distributive education; to develop subcompetencies to reflect the science skills implied in the identified competencies; to validate the subcompetencies; and to develop training and dissemination activities related to the competencies. An advisory committee was formed and chose 12 teachers (6 science teachers and 2 each from the 3 vocational areas) to participate in the project. The 12 teachers met with a leader for two day-long sessions at East Carolina University to identify vocational competencies that require science skills, to develop subcompetencies, and to develop a matrix of science competencies identified in the vocational competencies. The materials were subsequently validated by a sample of 469 students, parents, teachers, and business persons, who agreed strongly that the revised programs included a great deal of science content. Besides a description of the project, this paper includes (1) a list of vocational competencies that have been identified as having science skills associated with specific tasks/outcomes performed in each of the vocational courses, (2) subcompetencies for each competency statement identified as having implied science content, (3) a matrix that illustrates the required science skills for each of the selected vocational courses, and (4) an annotated bibliography of selected references and curriculum materials. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC