Technology education for children in primary schools in Finland and Germany: different school systems, similar problems and how to overcome them

2009 ◽  
Vol 19 (4) ◽  
pp. 367-379 ◽  
Author(s):  
Aki Rasinen ◽  
Sonja Virtanen ◽  
Martina Endepohls-Ulpe ◽  
Pasi Ikonen ◽  
Judith Ebach ◽  
...  
Keyword(s):  
Technology Education ◽  
Primary Schools ◽  
School Systems

scholarly journals Analysing teacher knowledge for technology education in primary schools

2010 ◽  
Vol 22 (3) ◽  
pp. 271-280 ◽  
Author(s):  
Ellen J. Rohaan ◽  
Ruurd Taconis ◽  
Wim M. G. Jochems
Keyword(s):  
Technology Education ◽  
Teacher Knowledge ◽  
Primary Schools

scholarly journals TECHNOLOGY EDUCATION IN PRIMARY SCHOOLS: AN OVERWIEV OF TURKEY AND SCOTLAND

2021 ◽  
Author(s):  
Edip Tut ◽  
Nurbanu Şeren ◽  
Elif Aydın-Çolak ◽  
Kasım Kıroğlu
Keyword(s):  
Technology Education ◽  
Comparative Education ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
Qualitative Research Design ◽  
Different Dimensions ◽  
Technology Policies ◽  
Document Review

Technology education varies across countries depending on the goals they set to achieve. Therefore, comparative research on different technology education approaches can provide a holistic perspective and contribute to the literature. This paper compared the technology-focused courses offered by primary schools in Turkey and Scotland. A qualitative research design was adopted. Data were collected using document review and analyzed using descriptive analysis. The results pointed to differences in technology policies, manifesting themselves in the curricula of the courses offered by the schools. However, the courses also had something in common in terms of structure, goal, content, and approach to learning and teaching. We discussed the differences and similarities based on literature. In order to reveal different dimensions of technology education, comparative education studies that address different countries can be suggested.

scholarly journals PRIMARY STUDENTS' STEREOTYPIC IMAGE OF INVENTOR IN KOREA

2018 ◽  
Vol 17 (2) ◽  
pp. 252-266
Author(s):  
Eunsang Lee ◽  
Hyuksoo Kwon
Keyword(s):  
Technology Education ◽  
Primary Schools ◽  
Sampling Method ◽  
Primary Students ◽  
Male Students ◽  
Older Students ◽  
Korean Students ◽  
Educational Implications ◽  
Convenience Sampling ◽  
Education Science

The purpose of this research is to compare the previous stereotypes of the scientist image and the current stereotypes of the inventor image among Korean students. For this purpose, three primary schools located in the metropolitan area of Korea were selected under a convenience sampling method, with one class selected for each of the 2nd, 4th, and 6th grades of each school. The conclusions of this research are as follows. First, analyzing students' stereotypes of the inventor image showed that older students had more stereotypes about inventors than younger students did. Second, as a result of analyzing the images according to each indicator, Korean students were found to have stereotypes about the inventor. Third, the symbol of research was expressed together with one of the science-related experiment tool and the making-related experiment tool. Fourth, primary students perceived the inventor as mainly male. Male students mostly drew male inventors and female students mostly drew female inventors. Based on the conclusions obtained through this research, various educational implications to be reflected in primary technology education were suggested to escape the stereotypes of the inventor’s image. Keywords: Inventor images, invention education, technology education, science education, South Korea

scholarly journals INCULCATING THE SKILLS OF IMPROVISATION IN PRIMARY SCHOOL PUPILS THROUGH THE PROJECT METHOD OF TEACHING BASIC SCIENCE AND TECHNOLOGY EDUCATION

2020 ◽  
pp. 21-29
Author(s):  
AI Onoja ◽  
CS Okere ◽  
RU Emeronye ◽  
U Nwuke ◽  
MG Ugochukwu
Keyword(s):  
Technology Education ◽  
Basic Science ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Administrators ◽  
Science And Technology ◽  
Project Method ◽  
Science And Technology Education ◽  
Child Centered ◽  
Measurement Design

The emphasis of the current Basic Science and Technology Education (BSTE) curriculum is on activity-oriented approach to teaching and learning which is child centered. The implication of child centered learning is that each pupil should be provided with the necessary materials to participate in the teaching and learning process. The increasing enrollment of pupils in primary schools place a lot of demands on proprietors and school administrators in the provision of necessary facilities for the implementation of the Basic Science and Technology Education curriculum. This write up unveil the secrets of the project method of teaching in supplementing facilities for Basic Science and Technology teaching with improvised materials particularly in primary schools. The process involves the development of skills in the learners such as questioning, manipulation, measurement, design and modeling to create equipment using local resources available in the environment. The role of the teacher is to create enabling environment for the pupils to acquire and demonstrate these skills. The use of local materials in improvising science equipment demystifies the notion that science is foreign and consequently triggers the innate curiosity of pupils to learn. The provision of good working condition for teachers and encouragement of pupil who have exhibited outstanding skills in designing equipment are advocated to promote the project method in improvisation.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

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