Rethinking the notion of technology in education: Techno-epistemology as a feature inherent to human praxis.

Autor/inn/en	Van Eijck, Michiel; Xumthoult Claxton, Nicholas
Titel	Rethinking the notion of technology in education: Techno-epistemology as a feature inherent to human praxis.
Quelle	In: Science education, 93 (2009) 2, S. 218-232Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20308
Schlagwörter	Unterrichtsmethode; Unterricht; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Technikunterricht; Technologie; Erkenntnistheorie; Weltbild; Technik
Abstract	Educators repeatedly underscore the intimate relationship between science and technology. This is problematic because technology, far from being "applied science," presupposes a unique epistemology (techno-epistemology). A focus on the role of science in technology overshadows this unique way of knowing and hence limits technology education and privileges a scientific worldview in education. To appropriately frame the unique epistemology of technology in education, we propose a cognitive framework developed to understand the use and development of tools in human activity, namely, Cultural-Historical Activity Theory (CHAT). Drawing on a case study of technology that is not rooted in a (Eurocentric) scientific tradition, the SXOLE (Reef Net) fishing technology of the WSÁNEC (Saanich) people, we show how technology can be understood as inherent to human praxis, which presupposes a dialectically related and unique epistemology that is incommensurable and irreducible to a scientific worldview. The implications of this framework for science and technology education are discussed.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2011/4