Knowledge and cognitive process dimensions of Technology teachers’ lesson objectives

Mathumbu, David; Rauscher, Willem Johannes; Braun, M. W. H.

doi:10.15700/201409161053

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…A study conducted by Lombard and Grosser (2008) discovered very little evidence concerning the advancement of critical thinking skills at the school level. Instead, teaching in the technology classroom is restricted to lower-order thinking, such as remembering, understanding, and applying (Mathumbu, Rauscher & Braun, 2014). It is therefore not surprising that the study conducted by Grosser and Nel (2013), who used the Watson Glaser Critical Thinking Appraisal (WGCTA) instrument to measure critical thinking skills of a heterogeneous group of 117 first-year Bachelor of Education (B Ed) students, revealed that South African freshmen struggle to demonstrate inference and interpretation skills.…”

Section: Introductionmentioning

confidence: 99%

“…The findings of these research reports are problematic and a cause for concern. Mathumbu et al (2014) emphasise that, if learners are not supported to develop higher-order thinking skills, the aims of technology education are not accomplished, and this may have implications for further studies. The purpose of this study was, thus, to investigate how technology teachers explicate critical thinking and actualise it in their classrooms.…”

Section: Introductionmentioning

confidence: 99%

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Grade 9 Technology Teachers’ Explication of Critical Thinking and its Enactment in the Classroom

Kola

Rauscher²,

Haupt

2019

African Journal of Research in Mathematics, Science and Technol

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The South African Curriculum and Assessment Policy Statement (CAPS) for technology stipulates that technology should provide learners with the opportunity to solve authentic problems that are embedded in real-life experiences. Solving these authentic technological problems requires learners to use critical thinking skills and teachers are expected to support learners in this regard. Questions around teachers' perspectives of what constitutes critical thinking and their ability to support the development of critical thinking skills in technology classrooms are rarely asked. It is in this regard that this study sought to explore Grade 9 technology teachers' understanding of critical thinking and how they develop critical thinking skills in their classrooms through the use of a mini-Practical Assessment Tasks (mini-PAT). The study applied a multiple case study design, in which a literal replication strategy was used to identify consistent patterns of description of the six participants' understanding and enactment of critical thinking in practice. Facione's framework for critical thinking was used to guide the analysis of interview and classroom observational data for various stages of the design process. The participants' understanding of the notion critical thinking brought about four conceptions of critical thinking skills, namely interpretation, analysis, evaluation, and inference. The results of the study show that there is a huge discrepancy between what technology teachers say and what they do in reality, highlighting the difficulty of translating and employing critical thinking skills in the classroom setting.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Grade 9 Technology Teachers’ Explication of Critical Thinking and its Enactment in the Classroom

Kola

Rauscher²,

Haupt

2019

African Journal of Research in Mathematics, Science and Technol

Self Cite

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“…Reading skills are also a cognitive process, that is, understanding reading material into understandable meanings. The cognitive process involves six cognitive domains: knowledge, understanding, application, analysis, synthesis, and evaluation Hulya and Rifat (2011); Mathumbu et al (2014). These six domains are thought processes performed by an individual directly in reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Students’ Reading Comprehension Ability at Indonesian Maritime Academy, Medan

Digeyasa¹,

Naibaho²

2021

Int. J. Res. Granthaalayah

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This study is about the analysis of students’ reading comprehension ability, it is done to find out how students’ reading comprehension ability. This study was done at Indonesian Maritime Academy, Medan. The method of the study was quantitative with survey design. The instrument of the study used was a set of reading comprehension test which were constructed based on the taxonomic level. The respondent of this study were 83 respondents who were randomly selected, consisting of two students who studied English for almost two years at Indonesian Maritime Academy, Medan. The result is that the level of students’ reading comprehension among students is at the moderate level and there is a significant relationship between reading comprehension and English language achievement. In conclusion, one way to improve student achievement in English language subjects is by increasing the level of students ’reading comprehension.

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“…have preferences toward specific solutions paths, which implies the prescribing of learners' design processes, which could potentially limit their creativity (McLellan & Nicholl, 2011). Recent studies in South Africa (Kola, 2017;Mathumbu, Rauscher & Braun, 2014) have also proven that technology teachers do not support the systematic development of learners' design processes, and provide limited facilitation of the cognitive processes during designing.…”

Section: Introductionmentioning

confidence: 99%

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

Blom

Haupt

Fraser

2018

EURASIA J MATH SCI T

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Facilitating the design process in low-resource Technology classrooms has become increasingly challenging in the 21st century. This research focuses on the types of information sources used during learners' design processes. We examine the information sources that nine South African Grade 9 learners from a low-resource school used while they were engaged in a mechanical systems and control design task. They worked in groups of three to design a machine to lift logs from the ground onto a truck. We utilised a Think Aloud Protocol Study to collect concurrent verbal, visual and temporal data. The results indicate that Grade 9 design teams were predominantly engaged in problem solving activities by using mostly external sources of information during the early phases of the design process. If designing is the backbone methodology of Technology education, attention should be given to the information sources that learners use during designing.

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Knowledge and cognitive process dimensions of Technology teachers’ lesson objectives

Cited by 7 publications

References 6 publications

Grade 9 Technology Teachers’ Explication of Critical Thinking and its Enactment in the Classroom

Grade 9 Technology Teachers’ Explication of Critical Thinking and its Enactment in the Classroom

The Analysis of Students’ Reading Comprehension Ability at Indonesian Maritime Academy, Medan

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

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