’n Teoretiese besinning oor die implikasies van die filosofie van tegnologie vir kriteria vir vakkurrikulumontwikkeling en -evaluering
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | ’n Teoretiese besinning oor die implikasies van die filosofie van tegnologie vir kriteria vir vakkurrikulumontwikkeling en -evaluering A theoretical reflection on the implications of the philosophy of technology for criteria for subject-curriculum development and evaluation | |
| Creator | Ankiewicz, Piet | |
| Description | Tegnologie-onderwys wat wêreldwyd nog relatief nuut is, het nie ’n uitgebreide navorsingsbasis, goed gevestigde klaskamerpraktyk en ’n wetenskaplik deurdagte,vakgefundeerde, filosofiese raamwerk waarop dit kan steun nie. Tegnologie is ook ’n ontwikkelende skoolvak sonder ’n ekwivalente akademiese dissipline waarop kurrikulumontwikkeling en klaskamerpraktyk kan bou. Teen hierdie agtergrond is die Kurrikulum-en-assesseringsbeleidverklaring (KABV) vir Tegnologie byvoorbeeld in 2014 in die senior fase amptelik geïmplementeer. Daar is wye reaksie op die intensionele of gespesifiseerde vakkurrikulum, hetsy positief of negatief, vanaf verskillende rolspelers en belangegroepe. Dog by die gebrek aan vakfilosofies gefundeerde kriteria vir die ontwikkeling en evaluering van die intensionele tegnologiekurrikulum is dit dikwels nie duidelik of sulke reaksie geregverdig is nie. Gevolglik is dit onmoontlik om sodanige vakkurrikula na waarde te beoordeel. Gebaseer op Mitcham se raamwerk, rapporteer die literatuur oor ’n filosofiese raamwerk vir tegnologie, wat rigtinggewend is vir tegnologieklaskamerpraktyk, tegnologieonderwyseropleiding en vir Wetenskap-, Tegnologie- en Samelewing-studies (WTS). Die doel van hierdie artikel was om ondersoek in te stel hoe ’n wetenskaplik deurdagte, filosofiese raamwerk vir tegnologie rigtinggewend in die ontwikkeling en evaluering van tegnologiekurrikula kan wees. Die volgende navorsingsvraag het as vertrekpunt vir die teoretiese besinning gedien: Gebaseer op die vier wyses waarop tegnologie manifesteer – naamlik as objek, kennis, aktiwiteit, en wilshandeling – watter wetenskaplik gefundeerde kriteria kan afgelei word vir die ontwikkeling en evaluering van die intensionele tegnologiekurrikula? As antwoord is dit belangrik dat die kurrikulumontwikkelaars en -evalueerders hulle deeglik vergewis van die filosofiese raamwerk vir tegnologie wat rigtinggewend vir vakkurrikulumontwikkeling en -evaluering is. ’n Vierledige stel toepaslike kriteria, wat op die vier manifestasies van tegnologie geskoei is, is dienooreenkomstig afgelei. Technology education is globally still relatively new, and it lacks a substantive research base, a well-established classroom pedagogy and a scientifically founded, subject-based philosophical framework that may serve as a directive for related aspects. Technology is also a developing school subject with no equivalent academic discipline upon which curriculum development and classroom pedagogy may rely. The Curriculum and Assessment Policy Statement (CAPS) for Technology in the Senior Phase was officially implemented in 2014. However, responses to the intended or specified curriculum, either positive or negative, are often elicited from various stakeholders and interest groups. In the absence of philosophical-founded criteria for the development and evaluation of an intended technology curriculum, it is often unclear whether such responses are justified. Subsequently it is impossible to make fair judgments about such subject curricula. Based on Mitcham’s framework, the literature reports on a philosophical framework that is directive for technology classroom pedagogy, technology teacher education and Science, Technology and Society Studies (STS). The purpose of the article is to investigate how a scientifically founded, philosophical framework of technology can be directive for the development and evaluation of the intended technology curricula. The following research question served as point of departure for the theoretical reflection: Based on the four modes of the manifestation of technology – namely as object, knowledge, activity, and volition – which scientifically founded criteria can be deduced to be applied as part of the development and evaluation of intended technology curricula? In answering the research question it is important to point out that curriculum developers and evaluators should ensure that they take note of the philosophical framework for technology which guides subject-curriculum development and evaluation. A fourfold set of applicable criteria, based on the four manifestations of technology, have been deduced accordingly. | |
| Publisher | AOSIS | |
| Date | 2015-02-04 | |
| Identifier | 10.4102/satnt.v34i1.1170 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 34, No 1 (2015); 7 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 34, No 1 (2015); 7 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1170/2802
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1170/2803
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1170/2804
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1170/2801
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