文档介绍：Technological Knowledge:
A developing framework for technology education in New Zealand
Briefing Paper prepared for the New Zealand Ministry of Education Curriculum Project
Dr pton
June 2004
Abstract
Technological knowledge as concept is beginning to be more clearly defined within the general philosophy of technology literature. As such, this literature provides an interesting starting point for discussion of technological knowledge within technology education. The view of technological knowledge presented in Technology in the New Zealand Curriculum (ministry of Education, 1995) is critiqued in terms of this literature, and an initial framework for technology education is presented for further development work. The knowledge that can be identified as specifically technological within this framework is that which draws from the material and relies on epistemological criteria focused on ‘function’ rather than notions of ‘truth’.
Introduction
While there is currently still substantive debate internationally surrounding the notion of technological knowledge, there is a growing body of literature that considers technological knowledge exists as distinct, and fundamentally different, to other knowledge domains (for example, Baird, 2002; Custer, 1995; Layton 1987; McCormick, 1997; McGinn, 1990; Staudenmaier, 1985). From this basis, technological practice has been analysed to identify to different types/categories of technological knowledge (for example, Cross, 2001; Ropohl, 1990; Vincenti, 1997; Vries 2002; Vries 2003). In the field of technology education within New Zealand, Technology in the New Zealand Curriculum (Ministry of Education, 1995) positioned itself within the technological knowledge debate by accepting that technology as a domain has a knowledge base in its own right. This is evident in the New Zealand curriculum through the inclusion of technological knowledge as one of the three interlinking strands. Technology achievement standards for senior se