Partnership-Centered Learning: The Case For Pedagogic Balance In Technology Education.

摘要: Introduction In many parts of the world, technology education is a subject area in transition (Eggleston, 1992; Fritz, 1996; Lauda, 1988; Wicklein, 1993). This has, and continues to be case countries such as America (Newberry, 2001; Sanders, 2001), United Kingdom (McCormick, 1997) Australia (Fritz, 1996). each these aforementioned countries, various modifications standards statements (ITEA 2000), curriculum documents (QCA, 1999), syllabi (QSA, 2002a; QSCC, 2000) are currently being drafted redrafted. Curriculum reform seeks modify workshop-based industrial arts tendency focus on hand machine skills (Young-Hawkins & Mouzes, 1991) more concerned with critical creative higher-order thinking (Lee, These types subjects designed respond societal changes, those evident world’s current post-industrial technological societies (Lauda, 1988). The traditional pedagogy workshop-type was, cases still is, “show follow” 1996, p.212), it has been used good effect building student competencies, particularly skills. However, education’s evolution transforming from one that requires students imitate teacher-prescribed argued unique school (Williams, 2000). Technology evolving become an individual student’s ability solve real world problems by integrating specifically relevant knowledge materials, processes, systems QCA, 1999; QSA, 2002b). encouraged reflect their through involvement some form design-type process. For example, National for Design 1999) places importance combine both practical (hand skills) theoretical