| CODE | TET3012 | ||||||||
| TITLE | The Epistemology and Learning of Technological Knowledge | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||
| DESCRIPTION | This unit traces the epistemology of technological knowledge and describes how modern definitions of technological knowledge have departed from the notion that technology is based only on manual skills or crafts, is only vocational, or that it is simply applied science. The unit defines a modern identity of technological knowledge and explicates the components that make up this knowledge as a unique body which is linked to science and engineering but is not subsumed by them. This study-unit will also introduce and explicate educational theories which are taken to be more relevant to technology education, namely, situated cognition, distributed cognition, activity theory. The unit will further discuss some of the major debates within technology education, namely: 1. The links and defining borders between the three domains of technology, science and engineering, with particular reference to STEM and STEAM (Science, Technology, Engineering, Arts, Mathematics); 2. Gender issues within technology education; 3. The nature of vocational and academic technological knowledge and the methods employed to learn diverse types of knowledge within the domain of technology. Study-Unit Aims: 1. To convey a modern definition of Technology; 2. To develop a meta-cognitive understanding of how to learn technology. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Define the general components making up technological knowledge, namely: conceptual, procedural, tacit ....etc.; 2. Define specific concepts and sub-concepts that give technological knowledge an identity different from science and engineering namely: design (optimising, trade-offs, specifications, technology assessment, inventing), modelling, systems (artefacts, structure, function), resources (materials, energy, information), values (sustainability, innovation, risk/failure, social interaction); 3. Reflect critically on how facets of the definition of technology can be used/misused to shape political, economic and educational arguments; 4. Define the similarities and differences between the knowledge domains of technology, science and engineering; 5. Interpret technology by using a STEM approach; 6. Discuss and diversify between vocational and academic knowledge within the technological domain. 2. Skills: By the end of the study-unit the student will be able to: 1. Impart a recognizable identity to technological knowledge; 2. Consciously apply the mentioned theories to topics and activities while learning about and doing technology; 3. Reflect on the cross curricular links which can strengthened by the subject of design and technology. Main Text/s and any supplementary readings: Main Texts: - BARAK, M. & HACKER, M. (eds.) 2011. Fostering Human Development Through Engineering and Technology Education, Rotterdam, The Netherlands: Sense Publishers. - JONES, A. & DE VRIES, M. J. (eds.) 2009. International Handbook of Research and Development in Technology Education, Rotterdam: Sense Publishers. - LUCAS, B., HANSON, J. & CLAXTON, G. in press. Thinking like an engineer: How to cultivate engineering habits of mind in schools, colleges and universities. Centre for Real-World Learning at the University of Winchester and Royal Academy of Engineering. - LUCAS, B., SPENCER, E. & CLAXTON, G. 2012. How to Teach Vocational Education: A theory of vocational pedagogy. London: City & Guilds Centre for Skills Development. |
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| STUDY-UNIT TYPE | Lecture and Tutorial | ||||||||
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| LECTURER/S | Sarah Pule |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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