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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - 'n Teoretiese besinning oor die implikasies van die filosofie van tegnologie vir klaskamerpraktyk : oorspronklike navorsing

Volume 32, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

Onderrigprogramme vir tegnologie-onderwys en die fasilitering daarvan op krytvlak gaan dikwels mank aan 'n wetenskaplik deurdagte, vakgefundeerde, filosofiese raamwerk wat rigtinggewend vir die verskillende aspekte van klaskamerpraktyk is. Wat sake kompliseer, is die feit dat tegnologie op skoolvlak tans wêreldwyd 'n ontwikkelende vak is waarvoor daar nie 'n ekwivalente akademiese dissipline bestaan wat as bron vir kurrikulumontwikkeling en klaskamerpraktyk dien en waarop daar in die klaskamer prakties en daadwerklik gesteun kan word nie. Die doel met die artikel was om ondersoek in te stel na 'n filosofiese raamwerk vir tegnologie wat rigtinggewend vir klaskamerpraktyk is. Die volgende navorsingsvrae het as vertrekpunt gedien, naamlik, (1) watter aspekte van 'n wetenskaplik deurdagte, filosofiese raamwerk vir tegnologie kan rigtinggewend vir klaskamerpraktyk wees en (2) wat is die implikasies van 'n filosofiese raamwerk vir tegnologie wat betref bepaalde aspekte van klaskamerpraktyk, byvoorbeeld onderrigbenaderings, leeruitkomste en leerinhoud? In antwoord op die eerste navorsingsvraag is bevind dat 'n filosofiese raamwerk vir tegnolgie, aan die hand van die vier wyses waarop tegnologie manifesteer - naamlik as ontologie, epistemologie, metodologie en wilshandeling - rigtinggewend vir klaskamerpraktyk kan wees. Verder hou die onderwyser se keuse van leeruitkomste, breë onderrigbenaderings, -strategieë en -vaardighede, asook die tipes konseptuele en prosedurekennis wat onderrig moet word, ten nouste verband met die filosofiese begronding van tegnologie as fenomeen. In antwoord op die tweede navorsingsvraag kan onderwysers se kennis en begrip van 'n filosofiese raamwerk vir tegnologie as grondslag dien vir bepaalde keuses wat hulle moet uitoefen in terme van leeruitkomste, breë onderrigbenaderings, -strategieë en -vaardighede, asook die tipes konseptuele en prosedurekennis wat onderrig moet word - en dus rigtinggewend vir klaskamerpraktyk word.


Learning programmes for technology education and its facilitation at chalk level often lack a scientifically founded, subject-based, philosophical framework. Matters are complicated by the fact that technology at school level is globally a developing subject with no existing equivalent academic discipline which can serve as a source of curriculum development and classroom pedagogy to rely upon in practice. The purpose of the article was to do an investigation into a philosophical framework of technology that can be directive to classroom pedagogy. The following research questions served as a departure point for the theoretical reflection that underpinned the article, namely, (1) which aspects of a scientifically founded philosophical framework of technology can be directive to classroom pedagogy and (2) what are the implications of a philosophical framework of technology for specific aspects of classroom pedagogy, for example instructional approaches, learning outcomes and learning content? In answer to the first research question, it was found that a philosophical framework of technology, based on the four modes of the manifestation of technology - namely as object, knowledge, activity, and volition - can be directive to classroom pedagogy. The teacher's choice of learning outcomes, broad instructional approaches, strategies and skills, as well as the types of conceptual and procedural knowledge that should be taught, is closely related to the philosophical underpinning of technology as phenomenon. In answer to the second research question, teachers' knowledge and understanding of a philosophical framework of technology can support the specific choices that they must make regarding the learning outcomes, broad instructional approaches, strategies and skills, as well as the types of conceptual and procedural knowledge that should be taught - and hence become directive to classroom practice.

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/content/aknat/32/1/EJC134830
2013-01-01
2019-08-24

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