Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally, it does not have an
established subject philosophy. In the absence of an established subject philosophy for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The
conceptual framework was derived mainly from Vincenti’s (What engineers know and how
they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks and included an analysis of a questionnaire
administered to these students. Findings suggest that the conceptual framework used here is useful in technology education and that the categories of technological knowledge apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding
of the nature of technological knowledge by considering the categories of technological
knowledge presented in the conceptual framework.
Mostert, Markus(University of Pretoria, 2009-11-24)
Only an Afrikaans abstract is available. Die astronomiese ontwikkeling van informasie kommunikasie tegnologie (IKT) hou verreikende gevolge in vir elke lewensfeer in die twintigste eeu. Spesifiek op die terrein van produksie ...
Rauscher, Willem Johannes(University of Pretoria, 2009-10-08)
The inception of technology education as a learning area in the South African national curriculum has posed challenges different from those in the other learning areas. Technology education is, compared to subjects such ...
Ndlovu, Elliot Charles(University of Pretoria, 2013)
This descriptive case study focuses on how Technology teachers interpret and enact the
interrelationship of the Technology-Society-Environment (TSE) theme with the
Technological Process and Skills (TPS) and Technological ...