Rethinking the Notion of Technology in Education: Techno-Epistemology as a Feature Inherent to Human Praxis

Autor/inn/en	Van Eijck, Michiel; Claxton, Nicholas Xumthoult
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.218-232 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20308
Schlagwörter	World Views; Technology Education; Epistemology; Technology Uses in Education; Science Education; Educational Technology; Teaching Methods; Information Technology; Agricultural Occupations; Indigenous Populations; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Technisch-naturwissenschaftlicher Unterricht; Erkenntnistheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Sinti und Roma; Ausland; Niederlande
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 WSANEC (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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10