Abstract
This paper presents a qualitative study of the ways in which technology is characterized by educators in one school district preparing to implement technological problem solving within the framework of a mandatory elementary science program. Semi-structured interviews with curriculum developers, the district curriculum coordinator, school principals and teachers were carried out to probe participants' perceptions of technology, technology-science relationships and the purpose and character of technology education in the classroom. Analysis of the interview transcripts suggests that the initial shaping of technological problem solving has been influenced by pragmatics rather than by interrogation of technological knowledge and practice. A further conclusion is that situating technological problem solving units within a science program reinforces existing perceptions of technology as applied science.
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Rowell, P.M., Gustafson, B.J. & Guilbert, S.M. Characterization of Technology Within an Elementary Science Program. International Journal of Technology and Design Education 9, 37–56 (1999). https://doi.org/10.1023/A:1008899911931
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DOI: https://doi.org/10.1023/A:1008899911931