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001 BRILL9789087908799
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007 cr un uuuua
008 191130s2009 ne sb 001 0 eng d
020 _a9789087908799
_q(electronic book)
020 _z9789087908782
_q(print)
024 7 _a10.1163/9789087908799
_2DOI
035 _z(OCoLC)470685647
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aT65
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a607.1
_223
245 0 0 _aInternational Handbook of Research and Development in Technology Education /
_cEdited by Alister Jones; Marc J. de Vries.
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2009.
300 _a1 online resource
336 _atext
_2rdacontent
337 _aunmediated
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aInternational Technology Education Studies ;
_v5
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material /
_rCathy M. Buntting -- The Developing Field of Technology Education: An Introduction /
_rMarc de Vries -- The Development of Technology Education Internationally /
_rAlister Jones -- Design and Technology: A ‘New’ Subject for the English National Curriculum /
_rClare Benson -- Thinking about Technology Education in France /
_rJacques Ginestié -- Technology Education in General Education in Finland /
_rTapani Kananoja -- Developments in Technology Education in the United States of America /
_rWilliam E. Dugger Jr. -- The Study of Technology in Canada /
_rAnn Marie Hill -- Technology Education and Research in Australia: A Coming of Age in the 21st Century /
_rHoward Middleton -- Reviewing the Field of Technology Education in New Zealand /
_rAlister Jones and Vicki Compton -- Technology and Vocational Education in India /
_rChitra Natarajan and Sugra Chunawala -- The Development of Technology Education in Mainland China /
_rBangping Ding -- The Introduction and Development of Technology Education in South Africa /
_rAndrew Stevens -- Philosophy of Technology for Research in Technology Education /
_rMarc J. de Vries and John D. Dakers -- Whole Earth Measurements /
_rDon Ihde -- What is Philosophy of Technology? /
_rAndrew Feenberg -- Social Aspects of Technology /
_rDennis W. Cheek -- Tools and Concepts in Technological Development /
_rPierre Vérillon -- Perceptions of Technology and Technology Education /
_rJohn R. Dakers and Marc J. de Vries -- Primary School Children’s Perceptions of Design and Technology /
_rJulie Lunt -- ‘This Isn’t My Project [Work]. It’s . . . Just Do It . . . You Just Do Research’ /
_rBill Nicholl and Ros McLellan -- Technology Education and the Environment: Perceptions and Practices /
_rLeo Elshof -- Conceptual Learning in and through Technology /
_rEric Parkinson and Gill Hope -- Technology in Science-Technology-Society-Environment (STSE) Education: Introductory Remarks /
_rDerek Hodson -- Unpacking the Interface between Science, Technology, and the Environment: Biotechnology as an Example /
_rCatherine Buntting and Alister Jones -- Enhancing Engagement with Science/Technology-Related Issues /
_rJim Ryder -- Approaching ‘Soft Distasters’ in the Classroom: Teaching about Controversial Issues in Science, Technology, Society, and Environment Education /
_rJustin Dillon -- Ethical Reasoning and Action in STSE Education /
_rMichael J. Reiss -- Not Quite the Revolution: Science and Technology Education in a World that Changed /
_rSteve Alsop -- The Evolution of Da Heat /
_rAngela Calabrese Barton and Edna Tan -- An Approach to Chemistry Education that Brings Science and Technology Together /
_rDeborah Corrigan -- Learning and Teaching: An Introduction /
_rRobert McCormick -- Research on Teaching and Learning in Technology Education /
_rFrank Banks -- Learning Technological Problem Solving – A Cognitive/Epistemological Perspective /
_rDavid Mioduser -- Towards an Articulation of Students Making Progress in Learning Technological Concepts and.
520 _aThis international handbook reflects on the development of the field of technology education. From reviewing how the field has developed and its current strengths, consideration is given to where the field might go and how it can be supported in this process. This handbook argues that technology is an essential part of education for all and it provides a unique coverage of the developing field of technology education. It is divided into eight sections, from consideration of different approaches to education in different countries, through thinking about the nature of technology, perceptions of technology, relationships between science, technology and society, learning and teaching, assessment, teacher education and professional development, and developed and developing research approaches. This book constitutes a significant collection of work from numerous countries and authors actively engaged in technology education research and development. It is intended for graduate students, academics, researchers, curriculum developers, professional development providers, policy makers, and practitioners. The development of this handbook represents an important step in the maturity of the field of technology education. The field has matured, as our technological society has matured, to the point that research and practice can be documented as shared in this publication. Historians will look at this international handbook as a significant, comprehensive step for a field of education that focuses on technology, innovation, design, and engineering for all students. Kendall Starkweather, Ph.D., DTE, CAE. (ITEA Executive Director).
588 _aDescription based on print version record.
650 0 _aTechnology
_xStudy and teaching.
700 1 _aJones, Alister,
_eeditor.
700 1 _aVries, Marc J. de,
_eeditor.
776 0 8 _iPrint version:
_tInternational Handbook of Research and Development in Technology Education,
_dLeiden Boston : Brill | Sense, 2009
_w9789087908782
830 0 _aInternational Technology Education Studies ;
_v5.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789087908799
999 _c21610
_d21610