6/3/2015 No. 1 / Theuerkauf TU BS Larissa Greece Technische Bildung und Informationstechnologie TU...

04/26/23 No. 1 /Theuerkauf TU BS

Larissa Greece

Technische Bildung und InformationstechnologieTU Braunschweig

Results and comments of the questionnaireNew Approach in Technology Training

Walter E. Theuerkauf TU Braunschweig

Thomas Langkau Universität Duisburg-Essen


Larissa Greece


Topics of the presentation

• Remarks about the questionnaire • Technology Education activities in school• Methods of imparting technology Education• Vocational Guidance (Job Orientation)• Relation and cooperatiom with trade and industry• Teacher Training• Contents of Technology Education in public schools• Conclusions of the results and proposals for the development of the modules for technology Education


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Description of the interview

Items: Response 32Uncompleted 2No response 64Total 98

Population:Prof.. and Lecturer 20 9Students 55 16Teacher 9 5Enterprises 8 2Other Organizations 6 0Total 98 32

Comments about the results: - Construction of the Questionnaire - Hypothesis of the interview - Choice of the participants - Validity of the results - Consequences

Interpretation and comparison

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Participation on the interview


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. Questionaire Nr Item Yes No No idea Q1/P5 Technology Education should be conducted in an understanding focused

on visual arts . 10 12 12

Q2/P1 Technology Education should be conducted focused on a structuralist teaching approach.

12 11 10

Q3/P2 Within the scope of Technology Education, conferences introducing vocational fields should be organized for vocational guidance.

27 2 3

Q5/P12 A Technology Education teacher should use tables, instead of desks according to group works in classroom and workshop environments.

25 3 4

Q6/P7 A Technology Education program should be designed in knowledge, skills and attitudes dimensions.

22 1 9

Indefinite Questions


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. Questionaire Nr Item Yes No No idea Q1/P7 Studies that introduce the vocations included in Technology Education

should be performed by guidance and pschological consultants, instead of Technology Education teachers

13 14 7

Q1/P8 Two hours of course a week are enough for teaching processes at primary education level of Technology Education.

16 11 7

Q2/P1 Technology Education should be conducted focused on a structuralist teaching approach

12 11 10

Q2/P7 Technology Education should stress on using the communication language of technical drawing..

15 11 7

Q3/P6 Within the scope of Technology Education, for vocational guidance, students should be requested to select one of the jobs from a given job list and to defend it based on grounds in an approach that “every job is important”.

12 8 12

Q3/P7 Within the scope of Technology Education, for vocational guidance, students should be taught in practice how they should act in front of events which may be encountered in real life, such as application for a job, request for electricity or telephone connections etc.

17 11 4

Q5/P13 A Technology Education teacher should apply a “U” order in classroom placement so as the teacher’s table to be in the middle and students’ desks to be around it, in order to facilitate that the students interact and communicate face to face with one another and with the teacher.

12 13 7

Q6/P6 In raising a Technology Education teacher, an artistic dimension should be included as well as a technological understanding.

17 8 7

Q6/P8 A Technology Education program should be focused on acquiring technological culture

12 10 10

Responses indicating no clear position of experts


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Presentation of the results

Statistical Analysis of the interviewQuestionnaire did not correspond with the standards of the „Deutschen Gesellschaftfür Evaluation e.V.” (http://www.degeval.de)

Choice of the population is only concentratedat one University (Uni Duisburg/Essen)

There are no distinguishing marks which can be interpreted, because the number of the res-ponses are less.

Consequence:The responses have no validity to make a statement about Technology Educationin Germany

Comparison with projects as followsDevelopment of Standards for TechnologyEducation (VDI, DGTB)

Development of a core-curriculum for „Beruf,Haushalt, Technik und Wirtschaft (GATWU)

Mathematics, Informative, Science and Tech-nology (MINT). A project to lead pupils toscience and engineering professions

BA/MA programs and structures whichwere defined by the VDI and accreditedby Accreditation agency

Validity:Nearly all persons at the universities, which are involved with TE take part in one of these projects


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Technology Education activities in school I (Praxis)

. Questionaire Comparison Nr Item Yes No No idea Remarks P1 Technology Education activities should be primarily

conducted in classroom environment instead of workshop environment

28 5 1 Results include two uncompleted questionaires

P2 Technology awareness and technology literacy acquisitions, which are of the teaching functions of Technology Education, should not be seen possible through traditional work training programs

20 4 10

P3 Technology Education should be considered to be part of general education in its existing application manner

30 2 2

P4 Technology Education should not be conducted without applications based on the projects where knowledge is transformed into practice

29 1 4

P5 Technology Education should be conducted in an understanding focused on visual arts

10 12 12

P6 Technology Education should be given only in primary education, instead of giving it in pre-school, secondary and higher education

1 33 0


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Technology Education activities in school II (Praxis)

. Questionaire Comparison Nr Item Yes No No idea Remarks P7 Studies that introduce the vocations included in

Technology Education should be performed by guidance and pschological consultants, instead of Technology Education teachers

13 14 7

P8 Two hours of course a week are enough for teaching processes at primary education level of Technology Education

16 11 7

P9 Technology Education and computer training should be given in the processes that complement one another

31 1 2


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Technology Education activities in school III (Praxis). Questionaire ComparisonNr Item Yes No No idea RemarksP11 Technology Education should be performed by

more than one teacher in primary education, as itcontains different branches of knowledge

19 10 5 Sachunterricht

P12 Classroom environments are sufficient to achievetraining acquisitions targeted by TechnologyEducation

2 31 1

P13 Technology Education is conducted far away fromits function which introduces the qualities ofworking life

7 15 12

P14 Technology Education should be conducted in amanner to cover primary education, secondaryeducation and higher education as well, startingfrom pre-school period, in an understanding andprocess continuing lifetime

32 0 2

P15 Though Technology Education contains differentbranches of knowledge, it should be conducted byuniform teachers

26 5 3


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Technology Education activities in school (Praxis)

Technology as subject in different levels (stage) of general school

PrimaryTechnology as disciplineTechnology with Science, History e.g.

Junior High SchoolDesign and TechnologyTechnology as disciplineArbeitslehre (Technology, Economic, Home Economics, Job Orientation)Science and TechnologyScience

Senior High SchoolCooperation of the disciplines Mathematic Informatic Science and TechnolgyScience


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Methods of imparting technology Education I. Questionaire Comparison Nr Item Yes No No idea Remarks P1 Technology Education should be conducted focused on a

structuralist teaching approach 12 11 10 Results include

uncompleted result P2 General quality small vocational practices, in addition to knowledge,

should also be included in Technology Education to bring forth vocational interests and talents of the students

32 1 0

P3 Technology Education should concentrate on cooperative learning 22 6 0 P4 Technology Education should include project studies which could be

performed both individually and in groups 33 0

P5 Technology Education should include trip and observation activities to ensure integrity between the school and the environment

33 0 0

P6 Technology Education should include designing, obtaining numerical results, preparing graphics and teaching procedures

31 1 1

P7 Technology Education should stress on using the communication language of technical drawing

15 11 7

P8 Technology Education should include cost determination studies 23 4 6 P9 In Technology Education, survey trips should be organized in order to

observe vocational developments in site 31 2 0


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Methods of imparting technology Education II

. Questionaire Comparison Nr Item Yes No No idea Remarks P10 In order to be informed of technologies, all kinds of machines,

models, products, projects and parts, which ensure that technology is known better, should be brought to school or their similars should be examined

26 4 3 Content

P11 In Technology Education, in order to be able to participate in the technological process, the applications which provide interaction among the school, working life, and the environment should be directed from the classroom to the society and working life

31 0 2 Content

P12 In Technology Education, in order to develop technological information and skills, not only oral expressions should be used, but also making graphics, technical drawings, diagrams, plans,projects and designs should be focused on, in teaching and learning processes

33 0 0 Content

P13 In Technology Education, in order to be able to use problem-solving methods effectively, students should be given exercises where they could use their own individiual designing, planning and application capabilities, instead of giving them problems with solutions

30 1 2 Content

P14 In Technology Education, practical subjects such as the discovery of electricity, its generation, its illuminating and heating effects, calculating electric power (watt) cost etc. should be taught

31 2 0 Content


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Methods of imparting technology Education

Theories about imparting TechnologyTechnology

General Technology (Wollfgramm, Rohpohl)Different Approaches (Mehrperspektivischer Ansatz)Work Orientation (Arbeitslehre)Design (Shaping) ApproachCybernetic ApproachTechnology as Application of Science

Method for Technology instructionComplete ActionTheory of forming a productExperimentsCase studies

Theory of instructionProblemsolving

Constructivisme


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Vocational Guidance (Job Orientation) I

. Questionaire Comparison Nr

Item Yes No No idea Remarks

P1 Within the scope of Technology Education, business trips should be organized for vocational guidance

30 0 2

P2 Within the scope of Technology Education, conferences introducing vocational fields should be organized for vocational guidance

27 2 3

P3 Within the scope of Technology Education, vocational working environments and conditions should be introduced for vocational guidance

25 4 3

P4 Within the scope of Technology Education, vocation-related jobs and works should be introduced by means of professionals to be invited to school for vocational guidance

24 5 3

P5 Within the scope of Technology Education, guidance files related with physical and intellectual development of the students should be prepared for vocational guidance

23 3 6


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Vocational Guidance (Job Orientation) II

. Questionaire ComparisonNr Item Yes No No idea RemarksP6 Within the scope of Technology Education, for

vocational guidance, students should be requested toselect one of the jobs from a given job list and todefend it based on grounds in an approach that “everyjob is important”.

12 8 12

P7 Within the scope of Technology Education, forvocational guidance, students should be taught inpractice how they should act in front of events whichmay be encountered in real life, such as applicationfor a job, request for electricity or telephoneconnections etc.

17 11 4

P8 Within the scope of Technology Education, forvocational guidance, types of interests which wouldallow the students to know their own fields of interestshould be determined in an approach of

9 3 20


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Vocational Guidance (Job Orientation) Organizations, which impart job information

Employment exchangeAdvisory board

EnterprisesPractical Training

InformationSelections Tests (Suitability)

Schools (All disciplines, priority “Arbeitslehre”)Capability for vocational training and for studies at an University Job information with competencies as follows

• to make individual successfully decisions to find an employment and a profession and shaping application to get a job• to analyze and assess developments in the industry and Trade, concerning the change of qualifications. • to develop an individual concept to choice a profession

(Standards and Contents)


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Relation and cooperation with trade and industry I

. Questionaire Comparison Nr Item Yes No No idea Remarks P1 The development process of technology should be

included in Technology Education for adaptation to industry

20 5 7

P2 The development process of technology should be included in Technology Education for adaptation to industry

13 16 3

P3 Within the scope of Technology Education, a reciprocal training interaction should be established between small and medium-size industrial enterprises and Faculties of Education for adaptation to industry

14 8 10

P4 Within the scope of Technology Education, educational processes intended for acquiring general technologic information, skills and attitudes should be followed for adaptation to industry

22 3 7

P5 Within the scope of Technology Education, a current and live information center, introducing possibilities and conditions of employment in industry, focused on “technology education and its industrial connection” should be established over Internet, for adaptation to industry

23 6 3


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Relation and cooperation with trade and industry II

. Questionaire Comparison Nr Item Yes No No idea Remarks P6 Within the scope of Technology Education, studies related with

industrial products quality certificates should be conducted to facilitate adaptation to industry

15 10 7

P7 Within the scope of Technology Education, studies focused on industrial vocational standards should be conducted to facilitate adaptation to industry

19 6 7

P8 In Technology Education, studies introducing changes in production systems should be conducted

24 5 3

P9 In order to adapt Technology Education to industry, coordinated contributions by labor-employer organizations, industrial establishments and educational institutions should be provided

16 6 10

P10 In order to adapt Technology Education to industry, it should be ensured that school is integrated into industry and working life

14 6 12


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Relation and cooperation with trade and industry Interest of Industry

Development of key qualificationsSituation is a lack of skilled workers and engineers

Pupils should be gained for the enterprisePupils should selected for their suitability

Interest of SchoolsPartnerships to support the schools in different waysTeacher to make experience about industry and tradeSupport by experts and by the equipment

RealizationPracitical training for pupilsCooperation in realization of projects

Other partners of cooperationSocial institutions, Vocational Schools, Universities


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Teacher Training I. Questionaire ComparisonNr Item Yes No No idea RemarksP1 The development process of technology should be

included in Technology Education for adaptation toindustry

20 5 7

P2 The development process of technology should beincluded in Technology Education for adaptation toindustry

13 16 3

P3 Within the scope of Technology Education, a reciprocaltraining interaction should be established between smalland medium-size industrial enterprises and Faculties ofEducation for adaptation to industry

14 8 10

P4 Within the scope of Technology Education, educationalprocesses intended for acquiring general technologicinformation, skills and attitudes should be followed foradaptation to industry

22 3 7

P5 Within the scope of Technology Education, a current andlive information center, introducing possibilities andconditions of employment in industry, focused on“technology education and its industrial connection”should be established over Internet, for adaptation toindustry

23 6 3


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Teacher Training II

. Questionaire ComparisonNr Item Yes No No idea RemarksP6 A Technology Education teacher should prepare a

medium to take advantage of other disciplinary fields(such as science, math, tecnical drawing etc.) ineducational operations such as calculating, obtainingnumerical conclusions, drawing and writing groundsin project studies

28 2 2

P7 A Technology Education teacher should know theprinciples of planning, placing and arranging physicalrooms such as workshops, labs, offices etc. relatedwith technological training

28 3 1

P8 A Technology Education teacher should cause thestudents to conduct studies that develop theirvocational skills and attitudes for the purpose ofimproving their individual work abilities and theirself-confidence

30 0 2


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Fundamentals• Mathematical and physical foundations of technical systems• Fundamentals from humanities: philosophy and history of

engineering• Economic fundamentals, management processes• Theory of technical systems and processes• Construction science (CAD-CAM)

Teacher Training: Bachelor/Master Program Didactics

• fundamentals of the teaching process• didactics of technological education• teaching and learning methods of technological education• curriculum development, planning teaching and evaluation in

technological education• practical training in the subject of technological education at school


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Material-converting systems• Civil engineering constructions• Basic methods of production and process engineering• Product design and development

Energy-converting systems• Constructions of electrical and mechanical engineering• Systems of energy conversion and transmission • Electric drive systems

Information-converting systems• Control and closed loop control• Systems of information processing and transmission• Process data recording and processing

Socio-technical systems• Urban construction and traffic planning, taking ecological

aspects into account• Work systems and their consequences for changes in

qualification.

Discipline Technology


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. Questionaire Comparison Nr Item Yes No No

idea Remarks

P1 A Technology Education teacher raising program should contain fields of learning "Electric-Electronic".

31 0 1

P2 A Technology Education teacher raising program should contain fields of learning "Computer ".

31 0 1

P3 A Technology Education teacher raising program should contain fields of learning "Control ".

32 0 0

P4 A Technology Education teacher raising program should contain fields of learning "Energy" .

32 0 0

P5 A Technology Education teacher raising program should contain fields of learning "Construction".

28 2 2

P6 A Technology Education teacher raising program should contain fields of learning "Wood Working".

27 4 1

P7 A Technology Education teacher raising program should contain fields of learning "Metal".

32 0 0

P8 A Technology Education teacher raising program should contain fields of learning "Machine".

30 1 1

P9 A Technology Education teacher raising program should contain fields of learning "Plastic".

26 2 4

Contents of Technology Education in public schools I


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. Questionaire Comparison Nr Item Yes No No idea Remarks P10 A Technology Education teacher raising program

should contain fields of learning "Graphic". 16 10 6

P11 A Technology Education teacher raising program should contain fields of learning "Seramic".

12 8 12

P12 A Technology Education teacher raising program should contain fields of learning "Textile".

9 13 10

P13 -A Technology Education teacher raising program should contain fields of learning "Transport".

24 3 5

P14 A Technology Education teacher raising program should contain fields of learning "Novrishment".

12 13 7

P15 A Technology Education teacher raising program should contain fields of learning "Financing".

12 7 13

P16 A Technology Education teacher raising program should contain fields of learning "Mechatronic".

24 2 6

P17 A Technology Education teacher raising program should contain fields of learning "Automotive".

21 6 5

P18 A Technology Education teacher raising program should contain fields of learning "Environment".

30 1 1

P19 A Technology Education teacher raising program should contain fields of learning "Journalism".

2 23 7

Contents of Technology Education in public schools II


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Contents of Technology Education in public schools

Competencies as follows:Pupils should be able to act and communicate technologically.Pupils should be able to analyze technical artifacts and processes.Pupils should be able to assess technical Systems and processes

StandardsEleven Standards (similar to other standards USA, e. g. )

ContentsNot discipline oriented. Subject centered (GATWU). Acting fields(VDI)

Important points/themes concerning reality of Life


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Teildomänenkompetenz TECHNIK

Die Kompetenz, sozio-technische Systeme und Prozesse, auch inihrer Wechselwirkung mit Natur und Gesellschaft, zu beurteilen,zu nutzen und zu gestalten.

Kompetenz StandardsTechnisch handelnund kommunizieren.Dies erfordert einVerständnis für dieStruktur technischenHandelns, dieBeherrschung vonfachpraktischenGrundfertigkeiten sowiedie Grundkenntnis dertechnischenFachsprache.

1. Die Struktur technischer Handlungen in derProduktgenese erklären, anwenden und begründen.

2. Allgemeine Methoden zum Aufbereiten technischerProbleme kennen und anwenden- technisches Probleme beschreiben.- Lösungsideen entwickeln und darstellen.- Lösungsvarianten vergleichen und bewerten.- Lösung realisieren.

3. Grundfertigkeiten im Umgang mit ausgewähltentechnischen Stoffen, Werkzeugen, Apparaten,Maschinen und Geräten erklären und sach-,sicherheits- und umweltgerecht ausführen.

4. Methoden technischer Kommunikation unterBeachtung gültiger Normen und Verwendung vonmultimedialen Mitteln anwenden- technische Dokumentationen interpretieren- technische Sachverhalte adressatengerechtdarstellen.

Standards Technology Education II


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Standards Technology Education IITeildomänenkompetenz TECHNIK

Die Kompetenz, sozio-technische Systeme und Prozesse, auch in ihrer Wechselwirkung mit Natur und Gesellschaft, zu beurteilen, zu nutzen und zu gestalten.

Kompetenz Standards Technische Sachsysteme und Prozesse analysieren. Dies erfordert die Systematisierung und Darstellung der Prozesse und Systeme zum Stoff-, Energie- und Informationsumsatz sowie deren Verkettung zu Technologien.

1. Verarbeitungs- und Gebrauchseigenschaften ausgewählter technischer Stoffe beschreiben, vergleichen und hinsichtlich ihrer zweckorientierten Verwendung begründen.

2. Technische Prozesse in Systemen des Stoff-, Energie- und Informationsumsatzes erklären und ihren Zweck (Transport, Wandlung, Speicherung) begründen.

3. Struktur und Funktion von Systemen des Stoff-, Energie- und Informationsumsatzes erklären und anwenden.

4. Historische und gegenwärtige Entwicklungslinien technischer Systeme (Vernetzung, Automatisierung, Organisationsformen) analysieren und bewerten.

Technische Systeme und Prozesse bewerten. Dies erfordert die Berücksichtigung der Wechselwirkungen zwischen Technik, Mensch, Natur und Gesellschaft.

5. Verwendungsentscheidungen für technische Systeme und Prozesse unter technikspezifischen, ökonomischen, ökologischen und sozialen Kriterien ( (zum Beispiel Funktionalität, Aufwand-Nutzen, Ressourcenschonung, Sicherheit, Ergonomie, Handhabbarkeit, Design, Wartungsaufwand, Störanfälligkeit) analysieren, erklären, beurteilen und bewerten.

6. Qualität eigener Arbeitsergebnisse bewerten sowie Möglichkeiten der Qualitätsverbesserung entwickeln.

7. Wechselwirkungen zwischen technischem Wandel und veränderten gesellschaftlichen und natürlichen Lebensbedingungen aus unterschiedlichen Betrachtungsperspektiven verstehen und bewerten.


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Field of Contents Real life Orientation

Technology in enterprisesTechnology in private sphereInfluence of technical change

Beruf

TechnikHaushalt

Wirtschaft

andere Lernbereiche / Fächer

Handeln in arbeitsrelevanten Lebenssituationen

Integration of disciplinesTechnologyEconomicsJob OrientationHome Economics


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Significance of the questionaire

Development of Technology in GermanyScience and TechnologyOrientation about JobsInformatics and Technology

Design of the modules for Technology EducationCompetencies as basis for a curriculumStandards for Technology Education

Module as part of the BA/MA programsModules has to be placed and acknowledgedStudent exchange

Conclusion

Proposal:

Module 1 “Fundamentals of Technology”

Module 2 “Technical Systems and Processes”

Module 3 "Nature, Man, Technology & Society"

Module 4 “ Information and Communication”

Module 5 "Didactics of teaching Technology in public schools


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