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AN INTERNATIONAL STUDY OF CURRICULAR ORGANIZERS FOR THE STUDY OF TECHNOLOGY

机译：面向技术研究的课程组织者的国际研究

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摘要

The purpose of the study was to identify the key descriptors of a definition of technology and curricular organizers for use in the study of technology. Seven panels were used for the three round Delphi to identify the key descriptors and curricular organizers. The panels included: (1) technology educators, (2) philosophers of education, (3) philosophers of technology, (4) historians of technology, (5) anthropologists of technology, (6) futurists, (7) industrialists/business leaders.;A Thurston and Chave Method of Equal Appearing Intervals was used to assign scale and Q values to each item ranked in the Q sort. An 80th centile was used for an item to achieve a consensus. The results of both research questions were rank ordered based on scale value from highest to lowest. Fourteen key descriptors of a definition of technology obtained a consensus. These are innovation; invention; creative; extends human capabilities (physical, social, and intellectual); a process (change, individual, corporate, design, creative, and systematic); extension of human potential; problem solving; purposeful human manipulation of the material world; closely linked to science but not simply applied science, body of knowledge; used to solve problems and create opportunities; played an important role in the emergence of Homo sapiens; a system of tools, knowledge, and behaviors associated with the exploitation of environments; and has social, economic, political, and environmental impacts. Seven curricular organizers achieved a consensus. These are problem solving; process organizers (creativity, enterprise, systems, inventions, and problem solving); the process of technology; design and innovation; research and development; and awareness of implications and potential of technology (health, food, communication, production, and control).
机译：这项研究的目的是确定技术定义的关键描述符以及用于技术研究的课程组织者。三个回合的Delphi使用了七个小组来确定关键的描述符和课程组织者。小组成员包括：（1）技术教育家，（2）教育哲学家，（3）技术哲学家，（4）技术历史学家，（5）技术人类学家，（6）未来主义者，（7）工业家/商业领袖..使用Thurston和Chave等距显示方法为Q排序中的每个项目分配比例和Q值。为了达成共识，项目使用了第80个百分位数。根据从最高到最低的等级值对两个研究问题的结果进行排序。技术定义的十四个关键描述符获得了共识。这些是创新；发明;创意扩展人员的能力（身体，社会和智力）；一个过程（变更，个人，公司，设计，创意和系统的过程）；扩大人类潜力；解决问题；有目的的人类对物质世界的操纵；与科学紧密相连，而不是与简单应用科学有关的知识体系；用于解决问题和创造机会；在智人的出现中起了重要作用；与开发环境有关的工具，知识和行为的系统；并具有社会，经济，政治和环境影响。七个课程组织者达成了共识。这些都是解决问题的方法。流程组织者（创造力，企业，系统，发明和问题解决）；技术过程；设计与创新；研究与开发;对技术（健康，食品，通讯，生产和控制）的影响和潜力的意识。

著录项

  • 作者

    BARNES, JAMES L.;

  • 作者单位

    Virginia Polytechnic Institute and State University.;

  • 授予单位 Virginia Polytechnic Institute and State University.;
  • 学科 Educational technology.
  • 学位 Educat.D.
  • 年度 1987
  • 页码 294 p.
  • 总页数 294
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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