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The facilitation of critical thinking in technology classrooms

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dc.contributor.advisor Prof. P.J. Ankiewicz; Dr. A.E. de Swardt en_US
dc.contributor.author Adam, Fatima
dc.date.accessioned 2012-08-21T09:27:52Z
dc.date.available 2012-08-21T09:27:52Z
dc.date.issued 2012-08-21
dc.date.submitted 1999-05
dc.identifier.uri http://hdl.handle.net/10210/6335
dc.description.abstract The emergence of a technologically based society has placed serious challenges upon the education sector to produce highly skilled and innovative individuals (Mullar, 1992:18; Mosbacher, 1991; as quoted by Potgieter, 1994:12; Paul, 1994:3). In response the education sector has shifted from a content focussed rote learning approach to one which emphasises the development of higher order thinking processes such as critical, analytic and evaluative thinking. The introduction of Technology Education into the schooling curriculum is viewed as an innovation toward the development of more thinking frameworks. Achieving the required thinking outcomes in Technology Education demands a different role for teachers. Teachers are expected to act as facilitators of the learning process and are required to make a shift from the traditional notion of the teacher as the authority imparting the knowledge and learners as passive recipients of such knowledge. This places serious challenges upon the teaching community who have been informed by a curriculum framework characterised by authoritarian and rote approaches to learning and teaching. While it is clear that innovative policy and curriculum have been developed to improved learning and teaching, little is known about the implementation of such policy. In the case of Technology Education, little is known about the relationship between teacher facilitation and the development and promotion of critical thinking in South African schools. The research study is aimed at investigating what opportunities in teacher facilitation can be associated with the possible promotion and development of thinking in Technology Education classrooms. A case study using a qualitative approach was selected to conduct the research. Data were collected through fieldnotes, transcripts from video and tape recordings as well as instructional materials. These were translated and transcribed as necessary. The data was then categorised according to Kerlingers (1986) method. The data were discussed within the framework of two themes: facilitation of resource and capability tasks. A range of main and sub-categories were discussed within these themes and findings and recommendations were put forward. en_US
dc.language.iso en en_US
dc.title The facilitation of critical thinking in technology classrooms en_US
dc.type Mini-Dissertation en_US


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