Technology Education in General Education in Finland

Kananoja, Tapani; Alamäki, Ari; Kantola, Jouko; Lehtonen, Miika; Psrikka, Matti; Tiusanen, Timo; FATE,

doi:10.1163/9789087908799_006

Cited by 7 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When the student teachers had freely defined the goals in this study, they can ponder that they do not think of textile work as part of TE. This can be influenced in the thoughts that TE and Finnish technical work of craft are seen almost as being synonymous (see Kananoja, 2009), even though TE has not been a school subject in Finland. TE is defined as relating to teaching in several subjects.…”

Section: Discussion About the Alternativesmentioning

confidence: 99%

Technology education goal defining framework

Metsärinne

2023

AJTE

View full text Add to dashboard Cite

The purpose of this article is to develop theoretical framework for defining technology education (TE) goals. First, approaches to technocratic determinism, the determinism of nature, voluntarism and aestheticism of technology have been considered within the same framework. Second, four alternative definitions for technology (Freenberg, 2007) have been applied within these approaches. Instrumentalism emphasises learners’ creative product production. The critical theory of technology emphasises cultural impact of learners’ product using and learning design knowledge. Determinism emphasises learner technology understanding and substantivism learner technology appraising. Third, analysing by the approaches, a sample of the TE goals of Finnish craft student teachers (n=100) wanted to develop for junior- and high school teaching and learning is described. The goals and the corresponding learning materials showed that they were evenly distributed across all the approaches. The framework provides comprehensive thinking ways for defining TE goals and curriculum.

show abstract

Section: Discussion About the Alternativesmentioning

confidence: 99%

Technology education goal defining framework

Metsärinne

2023

AJTE

View full text Add to dashboard Cite

show abstract

“…Je třeba vychovat "lidský kapitál" nové generace, který nalezne uplatnění v náročných oborech s vysokou přidanou hodnotou. Je nezbytné též transferovat poznatky a zkušenosti z technologicky vyspělých zemí, jako je Finsko (T. Kananoja, 2009), Kanada (A. M. Hill, 2009), USA (srov. E. W. Dugger, 2009), Japonsko 8 , Jižní Korea, Tchaj-wan 9 a vhodné prvky integrovat do našeho vzdělávacího systému.…”

unclassified

Technology Education at a Crossroads - History, Present and Perspectives

Dostál¹,

Prachagool²

2016

JTIE

View full text Add to dashboard Cite

The comparative study sees the issues of contemporary technology education in the international context. It notes the cultures of technology education in decline and a phenomenon called technical literacy paradox. Perspectives are delimited in the context of polytechnic principle and STEM concept. Based on the analysis, the extension of the term technology literacy of the emotional aspect is proposed. Based on the findings from abroad, the study presents the modern concept of technical instruction during the basic education. It is a broader understanding and it includes the industrial technology, construction technology, electrotechnology, ICT, transport technology, etc.

show abstract

Why Choose a Regional Engineering Education Programme?

Ahlbom¹

2013

Technology Teachers as Researchers

View full text Add to dashboard Cite

Technology Education in General Education in Finland

Cited by 7 publications

References 0 publications

Technology education goal defining framework

Technology education goal defining framework

Technology Education at a Crossroads - History, Present and Perspectives

Why Choose a Regional Engineering Education Programme?

Contact Info

Product

Resources

About