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Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum
Dissertation (MEd)--University of Pretoria, 2012.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2014
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| _version_ | 1867613655643717632 |
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| access_status_str | Open Access |
| author2 | Braun, Max Willi Hermann |
| author_browse | Braun, Max Willi Hermann |
| author_facet | Braun, Max Willi Hermann |
| collection | Thesis |
| dc_rights_str_mv | © 2012 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2012. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/36796 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:35.842Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/36796 Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum Braun, Max Willi Hermann ecjnr@yahoo.com Rauscher, Willem Johannes Ndlovu, Elliot Charles Technology Technology curriculum Science and technology Science-technology-society environment Technology-society-environment Interrelationship Interpret Enact Planning Design process UCTD Dissertation (MEd)--University of Pretoria, 2012. This descriptive case study focuses on how Technology teachers interpret and enact the interrelationship of the Technology-Society-Environment (TSE) theme with the Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) curriculum themes of the South African school subject, Technology. Science and technology have influenced society in the twentieth and twenty-first Century to a considerable extent. A critical study of this group of related influences is termed Science- Technology-Society and addresses socially relevant topics that encourage critical and high level thinking skills, problem-solving and decision making capacity. These issues are included in the Technology curriculum as the TSE theme. Using the TSE theme in teaching would have the potential to make the curriculum more relevant and learning more meaningful as it provides scope for teachers to engage learners to construct knowledge at a critical level in different real life contexts. This study investigated the relationship between teachers’ understanding of the interrelationship of TSE with Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) themes and the extent to which the unique features and scope for teaching Technology are met. The study was set in Bohlabela district of the province of Mpumalanga, in South Africa and implemented between August 2011 and April 2012. Four teachers of different schools and circuits were interviewed, three were observed during teaching, their lessons, work schedules and learners’ workbooks and project portfolios were analysed. A novel combination of an adaptation of the Ben-Peretz scheme of curriculum document analysis and Rogan and Grayson construct of implementation frame was used in the analysis of the information obtained through documents and observations. The study established that only in exceptional cases teachers use learner centred approaches that allow the integration of the TSE theme with the process (TPS) and knowledge (TKU) themes. Evidence was found that while teachers planned such integration, learners themselves do not show any examples of such integration in their workbooks. Teachers have difficulties with specific knowledge areas of the Technology curriculum, in spite of formal adequate basic training in the subject. Teachers ascribe these difficulties to resource limitations, the absence of specific technology training and inadequate support by teacher support personnel. It is recommended that teacher support groups be established, and that the Department of Education develop specific curriculum materials and train teachers in the interpretation and enactment of the documents. gm2014 Science, Mathematics and Technology Education unrestricted 2014-02-26T11:19:11Z 2014-02-26T11:19:11Z 2013-09-04 2013 Mini Dissertation Ndlovu, EC 2012, Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/36796> F13/9/861 http://hdl.handle.net/2263/36796 en © 2012 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Technology Technology curriculum Science and technology Science-technology-society environment Technology-society-environment Interrelationship Interpret Enact Planning Design process UCTD Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum |
| title | Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum |
| title_full | Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum |
| title_fullStr | Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum |
| title_full_unstemmed | Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum |
| title_short | Interpretation and enactment by teachers of the interrelatedness of Technology-Society-Environment and other themes of the Technology curriculum |
| title_sort | interpretation and enactment by teachers of the interrelatedness of technology society environment and other themes of the technology curriculum |
| topic | Technology Technology curriculum Science and technology Science-technology-society environment Technology-society-environment Interrelationship Interpret Enact Planning Design process UCTD |
| url | http://hdl.handle.net/2263/36796 |