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Has "The Work and Technology Course" in the Elementary School and Guidance School Paid Enough Attention to Improve Technological Thinking?

Nafari, Hossein | 2016

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  1. Type of Document: M.Sc. Thesis
  2. Language: Farsi
  3. Document No: 48814 (42)
  4. University: Sharif University of Technology
  5. Department: Philosophy of Science
  6. Advisor(s): Taghavi, Mostafa
  7. Abstract:
  8. It has been five years since the new education system was started, according to which fundamental changes have been applied to school text books. The mentioned changes in the text books are based on “the fundamental transformation document” and “Iran’s national educational curriculum”. In “Iran’s national educational curriculum”, eleven fields concerning pedagogy and learning are explicitly mentioned; one of these eleven fields is “training and learning work and technology”. One of the merits which has been stressed in this field, is “technological thinking”. Nowadays, methods of extending and reinforcing the technological thinking have come to be the subject of investigations in many countries around the world. Accordingly, the aim of this enquiry is examining the methods of reinforcing the technological thinking and tracing these methods in the books of “Work and Technology” in the educational levels of six up to nine. In order to reach this aim, in the first chapter, we study the definition of technology and some related concepts. The second chapter deals with the investigations of leading countries about the methods of amplifying the technological thinking. In the third chapter, following the materials made available in the previous one, and by means of the method of interview, the opinions of university professors for improving this kind of thinking are sought. Based on the investigations of leading countries, and the opinions of university professors, ten components for reinforcing the technological thinking are defined. To put it succinctly, these components are: reinforcing technological knowledge, enhancing skill-based capabilities, motivating students, utilizing algorithmic and problem-solving patterns, implementing practical projects at different levels, introducing successful business models, putting students in realistic situations, asking aim-based and applied questions, learning from the experience and failure, and providing the appropriate conditions for the innovation of students. In chapter four, based on the mentioned components and by means of the content-analysis method, the books of “Work and Technology” are examined. In examining whether the mentioned components are considered in the new changes in the books of “Work and Technology”, with respect to different levels, some of these components such as reinforcing technical skills, are well-considered and applied, some of them such as asking aim-based questions are good, and some of the remaining, for example introducing successful business models, are at best mediocre. Also, in examining different educational levels, the 8th and 9th levels, by virtue of designing suitable projects and modules, have a better condition, than the other levels, in considering and implementing the conditions of reinforcing the components of technological thinking
  9. Keywords:
  10. Problem Solving Model ; Technological Thinking ; Work and Technology ; Technological Knowledge ; Algorithmic Patterns

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