Student teachers' experiences of a learning programme based on the content dimension of the essential features of technology education

Abstract

The aim of this article is to explore student teachers' experiences of the content dimension of the essential features of technology and Technology Education in an OBE related learning programme. To achieve this, a learning programme was developed using criteria derived from these essential features. In gauging students' experience of the programme, a case study involving 20 second year students following a course in Technology Education was undertaken. The naturalistic-qualitative research strategy, using the descriptive, contextual case study was considered the most acceptable research design for an investigation of this nature. Engagement with the programme proved to be an empowering experience for the students who had hitherto not had the opportunity to experience a formal programme in Technology Education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence, shared responsibility, social skills and enhanced learning were evident.


(South African Journal of Higher Education: 2003 17 (1): 146-155)