Problem-solving in technology education as an approach to education for sustainable development |
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Authors: | Howard Middleton |
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Institution: | (1) School of Education and Professional Studies (Bne, Logan), Griffith University, 170 Kessels Road, Nathan, QLD, 411, Australia |
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Abstract: | This paper explores the issue of how students might learn about sustainability in technology––education classrooms and the
relevance of problem-solving in that learning. One of the emerging issues in technology education research is the nature of
problem-solving specified in curriculum documents and the kinds of learning activities undertaken by students in technology
education classrooms. In parallel with our developing understanding of the characteristics of good technology education programs
is the inclusion in recent curriculum documents of the concept of sustainability or sustainable development. However, as yet
there is little information about how technology students think about sustainability and how they might best learn about it.
This is of particular interest because in technology education, sustainability is often described in curriculum documents
as an issue that is intended to be integrated within design projects and activities, rather than being the topic of a classroom
lesson as might happen in a subject such as environmental studies. This paper explores current understanding of the issue
generally and within technology education. It concludes that the design, problem-solving approach that is common to technology
education classrooms provides many affordances to students engaging meaningfully with ideas of sustainability and of developing
strong understandings of its scope and significance. |
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Keywords: | Student learning Problem-solving Sustainability Curriculum Technology education |
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