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Mathematics, Science, and Technology Teachers' Perceptions of Technology Education

Authors:

Michael Daugherty ,

Illinois State University, US
About Michael
Assistant Professor, Department of Industrial Technology, Illinois State University, Normal, IL.
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Robert Wicklein

University of Georgia, US
About Robert
Assistant Professor, Program of Technological Studies, University of Georgia, Athens, GA.
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Abstract

After a decade of accelerated change in the technology education discipline, curriculum and philosophical changes are evident throughout many of the programs in America. Few individuals in the profession are not aware of the new emphasis being placed on presenting mathematics and science concepts in a technological framework. However, there seems to be persistent confusion outside the discipline, particularly in the disciplines of mathematics and science, as to what characteristics exemplify technology education. If technology education is to assume its stated role of providing interdisciplinary settings for the application of mathematics and science concepts, efforts must be made to understand and inform those disciplines with which we choose to associate (e.g., mathematics, science).

How to Cite: Daugherty, M., & Wicklein, R. (1993). Mathematics, Science, and Technology Teachers' Perceptions of Technology Education. Journal of Technology Education, 4(2), 28–43. DOI: http://doi.org/10.21061/jte.v4i2.a.3
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Published on 22 Mar 1993.
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