Improving Technology Education Research on Cognition

Autor/in	Zuga, Karen F.
Titel	Improving Technology Education Research on Cognition
Quelle	In: International Journal of Technology and Design Education, 14 (2004) 1, S.79-87 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1023/B:ITDE.0000007360.33705.94
Schlagwörter	Technological Literacy; Technology Education; Learning; Educational Improvement; United States + Suchen Sie Ihr Suchwort? Technisches Wissen; Technisch-naturwissenschaftlicher Unterricht; Lernen; Teaching improvement; Unterrichtsentwicklung; USA
Abstract	In the United States cognitive research about technology education for the general educational purpose of technological literacy has suffered from a lack of a coherent focus. Certainly, there are studies that have addressed cognition, yet analysts of technology education research have been unable to coordinate their findings in any meaningful way (Streichler 1966; Dyrenfurth & Householder 1979; McCrory 1987; Zuga 1994). There are several persistent problems facing technology educators that contribute to the inability to develop clear interpretations or generalizations of the relationship of cognition and technology education. If some of those problems are identified, then, perhaps, we can address them in order to devise directions and strategies for studying cognition in technology education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10