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Reading: The Design of an Instrument to Assess Problem Solving Activities in Technology Education

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The Design of an Instrument to Assess Problem Solving Activities in Technology Education

Author:

Roger B. Hill

University of Georgia, US
About Roger

An Assistant Professor in the Department of Occupational Studies at the University of Georgia, Athens, GA.

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Abstract

Literally millions of dollars have been spent during recent years to build and equip new or renovated technology education laboratories and to implement contemporary instructional strategies (R. Barker, personal communication, February 14, 1997). For instance, in the state of Georgia alone, over $23.9 million dollars has been spent since 1989 on modular-type programs (Gossett, 1997). Modular curriculum designs have been widely adopted and the integration of math, science, and technology explored. Modular designs typically provide students, working in pairs, opportunities to progress through a series of guided learning activities with an emphasis on problem solving and a hands-on, minds-on approach to learning about technology. Modular lessons are available to address over twenty different specific technological topics and more are being developed on a regular basis.

How to Cite: Hill, R. B. (1997). The Design of an Instrument to Assess Problem Solving Activities in Technology Education. Journal of Technology Education, 9(1), 31–46. DOI: http://doi.org/10.21061/jte.v9i1.a.3
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Published on 22 Sep 1997.
Peer Reviewed

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