Issues of Learning and Knowledge in Technology Education

This article examines issues that arise from learning and knowledge in technology education. The issues examined are, first, the definition of technological knowledge and what the nature of that knowledge should be, where the concern is with how we define and think about that knowledge, especially in the context of how students learn and use knowledge in technology education. Second, the relationship between learning and knowledge in particular the inter-relationship between learning and knowledge, focusing on a situated view of learning. The third issue sees learning related to the context within which the learning takes place.This paper will explore these three inter-related issues in four sections. First, an outline of a view of learning that privileges context. Second, there will be a consideration of types of knowledge, namely, procedural and conceptual knowledge. These two types will be elaborated upon through research done at the Open University, particularly on problem solving and design. In discussing conceptual knowledge empirical work in mathematics and science education will be drawn on, along with work on the use of mathematics and science in technology education. Third, it will be argued that qualitative knowledge should become a part of teaching and learning in technology education because it both reflects a view of knowledge stemming from situated learning, and the tasks of technology. The article will end with a research agenda for what we have yet to understand, drawing on the earlier arguments.     

An inquiry on dimensions of external technology search and their influence on technological innovations: evidence from Chinese firms

A central part of technological innovation for industrial firms involves search for new external knowledge. A well‐established stream of literature on firms' external knowledge search has demonstrated that firms investing in broader search may have a great ability to innovate. In this paper, we explore the influences of technology search on firms' technological innovation performance along three distinctive dimensions: technical, geographic, and temporal dimensions, using a unique panel data set containing information on Chinese firms that were active in technology in‐licensing and patenting during the period 2000–2009. Our findings reveal that Chinese firms' technological innovation performances are related to external technology search in quite different ways from the ones suggested in the extant literature using evidence from developed countries. We find that Chinese firms searching ‘locally’ along the technical dimension have better technological innovation performance than those searching ‘distantly’. However, when a Chinese firm in‐license relatively old (mature) technologies or those from geographically nearby areas, it will be less bounded to searching familiar technical knowledge.     

The Nature of Technological Knowledge: Philosophical Reflections and Educational Consequences

Technological knowledge has a normative component that scientific knowledge does not have. When we have knowledge of a computer, that often comprises normative judgements: it functions well or it does not function well. In knowledge of technical norms, rules and standards as another type of technological knowledge we also find a normative component. This characteristic has consequences for our assessment of knowledge. For scientific knowledge truth is the ultimate condition. For knowledge of norms, rules and standards as a type of technological knowledge this the condition is problematic. They refer to things that do not exist yet, but are still to be designed or made. Nor truth, but effectiveness is the condition here. For technology education the normative component is important. Pupils must learn to make judgements about effectiveness, as this is a prominent characteristic of technological knowledge, that makes it distinct from scientific knowledge. Pupils must also learn to deal with ethical and other values when doing technological project work.     

The technological knowledge used by technology education students in capability tasks

Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally, it does not have an established subject philosophy. In the absence of an established subject philosophy for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework was derived mainly from Vincenti’s (What engineers know and how they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks and included an analysis of a questionnaire administered to these students. Findings suggest that the conceptual framework used here is useful in technology education and that the categories of technological knowledge apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge presented in the conceptual framework.     

Eine soziologische Systemanalyse und sozio-ökonomisches Review der Soziotechnik Energiewende

The transition of the energy supply system in Germany from fossil-nuclear energy resources to renewable energies is a policy issue and defines a society technics. Society technics takes responsibility for an essential societal need and should be based on an agreement between all actors in all involved systems. According to a society-technics there are benefits for encouraging research, good governance for political support, public understanding of science (PUSH), and academic consultation for politics.Positive implementation will results in optimal coordination as all systems will function and all actors will work for synergy-effects. But a sociological system analyses works out many “dyssynergies”, handling the transition only as technological challenges and failing in underlying this transformation as a socio-technical system. Using renewable energies will not only change the technological system architecture but also modifying social systems and individual attitudes.     

On and off the beaten path: The evolution of four technological systems in Sweden

This paper examines four Swedish case studies of technological systems from the perspective of path dependence: what are the similarities and differences in this regard between factory automation, electronics and computers, biotechnology, and powder technology? What are the distinctive features in each system which set it apart from similar systems elsewhere, and what role does path dependence play in explaining these features? The essential function of technological systems is to capture, diffuse, and magnify spillovers of technical and organizational knowledge: therefore, the nature of knowledge (i.e., the characteristics of knowledge and how it can be transmitted) in each system determines what types of spillovers are likely to occur, as well as the mechanisms through which they occur. Other important influences are the initial conditions and the institutions (including both organizations and rules of the game).     

Engineers’ non-scientific models in technology education

Engineers commonly use rules, theories and models that lack scientific justification. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts and they are used for this when convenient. Engineers’ work is a common prototype for the pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models as well as scientific ones when doing design work in school technology. The acceptance of the non-scientific models for action guidance could be experienced as contradictory by pupils and teachers alike: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology. Technology is first and foremost what leads to useful results, not about finding the truth or generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.     

基于Revit土建工程算量三种模式的对比分析

近年来,国家陆续出台相关政策推进工程造价行业的转型升级,强化BIM技术在工程造价管理中的应用成为行业技术进步的重要方面。BIM技术在项目管理中的应用越来越广,其中在工程造价管理中的应用最为成熟。工程量计算是工程造价管理业务中最基础的工作,利用Revit建模进行工程量的计算可以缩减算量工作时间,提高工程计量的准确度与效率,实现对整个工程造价的实时、动态、精确的成本分析。基于BIM技术的工程算量已经成为必要的技术手段,其技术路径主要包括按照计算规则建模、利用Revit插件和利用算量插件提取构件几何尺寸等三种途径。通过对这三种不同技术路径BIM建模进行工程量计算的实证分析和比较,可以知道在Revit模型提取构件几何尺寸利用算量插件按规则算量可以直接利用BIM正向设计成果以提高工作效率和计算结果的精度,同时也便于实现“一模多用”的建筑信息化管理目标。     

The Development of a National Curriculum in Technology for New Zealand

New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.     

The Nature of Technology for Design

This paper reviews ideas from design and technology and science education and discusses knowledge, values and skills as aspects of technology in order to demonstrate that technology for design cannot be simply associated with a knowledge component of technology. The paper highlights the linguistic challenges in expressing issues in this area and the philosophical difficulty that the nature of cognitive modelling means that some aspects may be impossible to express using language. Values and a designerly way of knowing and the nature of technological skills are discussed in order to establish their relationship to technology for design. Prior studies concerning technology and designing have focused on engineering and science-based design areas. A research agenda in relation to the proposed broader interpretation of technology for design is discussed, which demonstrates that such research must ultimately be interdisciplinary. Nevertheless, initial steps which could be taken by design researchers are suggested.     

Recent Research in Learning Technological Concepts and Processes

This paper examines recent research in student learning of technological concepts and processes. To explore this area three inter-related aspects are considered; existing concepts of technology, technological knowledge and processes. Different views of technology and technology education are reflected in both research outcomes and curriculum documents. Teacher and student perceptions of technology impact on the way in which technology is undertaken in the classroom. Teacher's perceptions of technology influence what they perceive as being important in learning of technology. student's perceptions of technology and technology education influence what knowledge and skills they operationalise in a technological task and hence affect student technological capability. Technological concepts and processes are often defined in different ways by particular groups. Subject subcultures are strongly held by both teachers and students. The influence of subject subcultures and communities of practice will be discussed in terms of defining and operationalising technological concepts and processes. Technological concepts are not consistently defined in the literature. For students to undertake technological activities, knowledge and processes cannot be divorced. Recent research highlights the problems when processes are emphasised over knowledge. This paper will examine different technological concepts in an attempt to create a critical balance between knowledge and process. Much of the literature in technology education has rightly emphasised definitions, curriculum issues, implementation and teacher training. This paper argues that it is now time to place a great emphasis on in-depth research on student understanding of technological concepts and processes and ways in which these can be enhanced.     

The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842–2010

Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.     

Conceptual and Procedural Knowledge

The ideas that underlie the title of this chapter have been part of a familiar debate in education, namely that of the contrast of content and process. In both science and mathematics similar arguments have taken place, and these debates represent a healthy examination of, not only the aims of science and mathematics education, but the teaching and learning issues, and as such they reflect the relative maturity of these subject areas. Even in technology education, which is still in its infancy as a subject, echoes of these debates exist and there are contrasts of approaches to the balance of process and content across the world. The 'debate' in technology is evangelical in nature, with for example, proponents making claims for problem-solving approaches as a basis for teaching with few accounts and almost no empirical research of what actually happens in classrooms. There is insufficient consideration of the learning issues behind this, or other proposals, and it is timely to turn our attention to student learning. This article examines the nature of technological knowledge and what we know about learning related to it. The article argues that learning procedural and conceptual knowledge associated with technological activity poses challenges for both technology educators and those concerned with research on learning.     

Delivering technological literacy to a class for elementary school pre-service teachers in South Korea

This study was conducted with the aim of creating a new introductory course emphasizing the development of technological literacy for elementary school pre-service teachers. This study also aimed to investigate elementary school pre-service teachers’ attitudinal transition toward elementary school technology education (ESTE) and its implementation. An introductory ESTE program within Practical Arts Education was developed through a procedure consisting of preparation, development, and improvement. The program was implemented among 127 elementary school pre-service teachers for 7 weeks in South Korea. The learning contents based on the ESTE research and national curriculum included (1) technology learning units in the Practical Arts textbooks, (2) technology and invention, (3) drawing and design, (4) wood products, (5) basic electricity and electronics, and (6) integrative science, technology, engineering, and mathematics/science, technology, engineering, arts, and mathematics education. These contents were delivered via an instructor’s lecture, hands-on activities on technological design, and cooperative learning. A pre- and post-test on the study participants’ attitudes toward ESTE and on their knowledge, competency, and anxiety in relation to the six learning contents were conducted. The research results indicated a stable improvement in the study participants’ attitudes toward ESTE, their level of knowledge about ESTE, and their competency to teach ESTE. The developed program also decreased their anxiety in relation to teaching ESTE. The study findings may provide useful insights into the professional development of elementary school teachers in connection with ESTE, and into the implementation of technology education in the elementary school setting.     

Two Cultures of Technical Courses and Discourses: The Case of Computer Aided Design

Researchers in science and technology studies (STS) are in the process of dismantling the conventional human-machine and nature-society-technology boundaries solidified by C. P. Snow and generations of designers, engineers, researchers, scientists and teachers. Using the case of computer aided design (CAD), I argue that by combining the sociopolitical knowledge of STS with technical knowledge we can finally and forcefully bring an end to technical education. To make this argument, I draw on my experiences in teaching CAD in post-secondary institutions in design, engineering, and teacher education. Theories and practices are described to assist design and technology educators with the dilemma of addressing sociopolitical knowledge.     

A search theoretic model of productivity, science and innovation

Building on macroeconomic research on technology searches in response to diminishing technological opportunities, we develop an industry-level search theoretic model of productivity, knowledge sources, and innovation. We argue that increasing the use of science in technology development increases the novelty of ideas in the innovation search distribution and thus increases the likelihood of finding productivity improvements. We also propose that this relationship will hold outside the traditional science-based industries (pharmaceuticals, chemicals), and that there is no similar relationship between productivity and non-science patents. Random effect analyses of 32 US manufacturing industries during 1985–1997 support these hypotheses.     

Hotspots and trends of technology education in the International Journal of Technology and Design Education: 2000–2018

Using visualized bibliographic data and a range of quantitative research methods, the analysis of the International Journal of Technology and Design Education (IJTDE), which is included in the core collection of Social Science Citation Index, reached a number of conclusions. Firstly, IJTDE is an important platform for the exchange of research results in the field of technology education, and has a significant influence. Secondly, De Vries, Williams, Ankiewicz and a number of others are influential and prolific authors in the IJTDE. Authors from the USA, England, New Zealand, Taiwan and Australia make most contributions to the IJTDE, Delft University of Technology, University of Auckland and the University of Waikato are the more prolific institutions in the IJTDE. Thirdly, technology education, education, design, science, creativity, technology, design education, knowledge, student, technological literacy and problem solving are the most frequency keywords in the IJTDE. Creativity, design education, problem solving, curriculum development, design and critical thinking, practice, engineering education, and STEM education are research trends in the IJTDE between 2000 and 2018. Fourthly, the discipline knowledge base mainly focuses on teaching and design methods in the technological environment, and the definitions of technology-related concepts. The results enable a deeper understanding and consideration of the content and influence of IJTDE, and the research hotspots in the field of technology education.

     

Understanding modelling in technology and science: the potential of stories from the field

This paper tells the story of how two biotechnologists used models, one working as a technologist and the other as a scientist. These stories were collected during the development of the key ideas about the nature of technology and technological knowledge during the latest curriculum development in New Zealand. Their stories of how and why they used models provided insight into the different role of modelling in technology and science. This difference can be linked to the fundamental difference between technology as a discipline that attempts to intervene in the world and create something other, and science as a discipline that attempts to explain the world. The stories illustrate the differences in the purpose, outcome and the underpinning reasoning across technology and science. We suggest that using such stories supports learning about the nature of technology and the nature of science and provides an opportunity to add a critical dimension to the development of technological literacy and scientific literacy.     

Complementary technologies,knowledge relatedness,and invention outcomes in high technology mergers and acquisitions

Prior research on M&As and invention outcomes has not systematically examined the influence of two types of knowledge differences. Knowledge relatedness has typically been equated with knowledge similarity and the separate influence of knowledge complementarity has been overlooked. Similarly, studies examining innovation outcomes of M&As have typically focused on the role of technological knowledge and overlooked the influence of scientific knowledge. We develop a model of relatedness and invention performance of high‐technology M&As that considers science and technology similarity and complementarity as important drivers of invention. We test the model using a sample of M&As from the drug, chemical, and electronics industries and a fine‐grained measure of knowledge relatedness that distinguishes between science and technology relatedness. We find that complementary scientific knowledge and complementary technological knowledge both contribute to post‐merger invention performance by stimulating higher quality and more novel inventions. This suggests that high‐technology firms seeking acquisitions should search for, identify, and acquire businesses that have scientific and technological knowledge that is complementary to their own. Our results also suggest that similarities in knowledge facilitate incremental renewal, while complementarities would make discontinuous strategic transformations more likely, and that absorptive capacity research should be expanded to consider complementarities as well as similarities. Copyright © 2010 John Wiley & Sons, Ltd.