Technology Education Research: Potential Directions

摘要: ” This raises the empirical question of how, when, and under what conditions children can learn specific ideas about systems. There are other problems related to technological skills should be a part literacy. Bennett identified central questions in this area. For example: “What types problem solving strategies do students employ design problems?” Drawing on his work solving, McCormick reviewed status research England, where they have found that follow rigid algorithms reminiscent fictional ritual scientific method: First we often treat or as series steps. An ‘algorithm’ notion characterizes it consisting posing thinking problem, clarifying it, alternate solutions, implementing then evaluating it. become ritual...that does not affect student’s thinking. Despite still know how design, trade-offs, constraints, redundancy, etc. The from England may illuminate trying America, but U. S. want well some basic designing things. In K. there is more emphasis “processes,” such ability actually Finally, studying will require just paying attention particular technology topics, also taking closer look at general cognitive literature. Crismond presented overview origins tradition science experience help us think agenda. Hutchinson suggested fields well. We need mathematics education, including its limitations (among others, Ahlgren, Kolodner, Zuga make point. See Schoenfeld, 1999). Instruction During last ten years been important developments study teaching, particularly kind teaching current education reforms advocating (see Lagemann Shulman, 1999 for review). helping realize teachers unlearn much believe, know, do, Thompson Zeuli (1999) pointed out: key reform, then, whether understand must order provoke, stimulate, support students’ thinking.... That Journal Technology Education Vol. 12 No. 1, Fall 2000 -82to seem blatantly obvious. But if so obvious, why many teachers–in fact, nearly all teachers–fail see it? (p. 349, italics added) Science researchers spent decades dealing with student learning. Researchers community this. Progress began only after started asking math really understood. Then, moved developing, very modest scale, instructional activities strongly connected instruction content. Instructional was followed by classroom trials, revised, tried again, until showed successful learning intended. National Council Teachers Mathematics has taken advantage their explored implications (for example, Research Ideas Classroom, Jensen, 1993; Owens, Wilson, 1993). similar What Says