Research
Practice Meets Theory in Technology Education: A Case of Authentic Learning in the High School Setting
Author:
Ann Marie Hill
Queen’s University, CA
About Ann
On the Faculty of Education, Queen’s University, Kingston, Ontario, Canada.
Abstract
Recent reports (Premier’s Council, 1988, 1990) emphasizing the low level of science and technology literacy among Canadians imply that schools have not responded to the challenges before them. However, pioneering and apparently successful programs in technology education are being offered currently in some secondary schools in the province of Ontario. These programs support learning about technological problems that involves, among other things, inter- disciplinary approaches to curriculum and the active involvement of both students in their learning and community partners who provide real world design experiences for students. These features comprise the core of a recently revised curriculum guideline for secondary school technology education entitled Broad-based Technological Education: Grades 10, 11, and 12 (Ontario Ministry of Education and Training, 1995b).
How to Cite:
Hill, A. M. (1998). Practice Meets Theory in Technology Education: A Case of Authentic Learning in the High School Setting. Journal of Technology Education, 9(2), 29–45. DOI: http://doi.org/10.21061/jte.v9i2.a.3
Published on
22 Mar 1998.
Peer Reviewed
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