دورية أكاديمية
Assessing the State of Technology Education in Primary Schools: A Systematic Review of the Last 2 Decades
| العنوان: | Assessing the State of Technology Education in Primary Schools: A Systematic Review of the Last 2 Decades |
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| اللغة: | English |
| المؤلفون: | Christina Ioanna Pappa (ORCID |
| المصدر: | International Journal of Technology and Design Education. 2024 34(3):1003-1044. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 42 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Elementary Education |
| Descriptors: | Technology Education, Engineering Education, Elementary Schools, Educational Research, Teacher Student Relationship, Curriculum, Educational Practices |
| DOI: | 10.1007/s10798-023-09851-9 |
| تدمد: | 0957-7572 1573-1804 |
| مستخلص: | This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1426793 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0957-7572 1573-1804 |
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| DOI: | 10.1007/s10798-023-09851-9 |