Problem-solving as Intent and Content of Technology Education.

Autor/in	Lee, Lung-Sheng Steven
Titel	Problem-solving as Intent and Content of Technology Education.
Quelle	(1996), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Creative Thinking; Critical Thinking; Curriculum Development; Educational Needs; Educational Trends; Foreign Countries; Futures (of Society); Junior High Schools; Learning Strategies; Problem Solving; Teaching Methods; Technology Education; Thinking Skills; Taiwan + Suchen Sie Ihr Suchwort? Klassenführung; Kreatives Denken; Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Bildungsentwicklung; Ausland; Future; Society; Zukunft; Sekundarstufe I; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Technisch-naturwissenschaftlicher Unterricht; Denkfähigkeit
Abstract	In regard to teaching problem solving in technology education, three questions are posed: (1) Why should problem solving be the intent and content of technology education? (2) How can a problem-solving approach be incorporated into technology education programs? and (3) What must be done to implement a problem-solving approach in the junior high school technology education programs in Taiwan? In answer to the first question, problem-solving has often been equated with thinking and learning skills, can be taught and that technology is a human adaptive system, technology education should urge problem-solving as its intent to enable students to become practical problem solvers and as its content to integrate a problem-solving process throughout all the instructional content. It has also been found that more research and development efforts should be made to comprehend how to employ a problem-solving approach effectively in technology education programs. In addition, a study completed in Taiwan found the following: there is an obvious distinction between the key instructional strategies in the current curriculum standard and the new proposed curriculum standard; the instructional strategies that current teachers actually use (usually lecture-demonstration-practice) do not measure up to ideal teaching strategies suggested in the current curriculum standard; current teachers consider that employing a problem-solving approach with the newer recommended curriculum is necessary and feasible; and to implement a problem-solving approach, current teachers have to strengthen their own pedagogical and technical skills and adapt instructional activities as well as facilities and equipment. (Contains 17 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC