Viewpoints of higher education teachers about technologies

International Journal of Technology and Design Education

Volumn 18, Issue 3, 2008, Pages 285-305

  Bouras, Adel ^a   Albe, Virginie ^b  

^a Institut Superieur de l'Education et de la Formation Continue   (Tunisia)

^b Sup Agronomic School of Toulouse   (France)

Author keywords

Epistemology; Nature of technologies; Science; Society; Technology

Indexed keywords

COMPUTER NETWORKS; EDUCATION; FIBER OPTIC SENSORS; SURVEYS; TEACHING;

(OTDR) TECHNOLOGY; APPLIED SCIENCES; BUSINESS MEDIA; CULTURAL ASPECTS; HIGHER EDUCATION (HE); SPRINGER (CO); TECHNOLOGICAL LITERACY; TUNISIA;

TECHNOLOGY;

EID: 44949201449     PISSN: 09577572     EISSN: 15731804     Source Type: Journal    
DOI: 10.1007/s10798-007-9027-3     Document Type: Article

References (52)

1. Aikenhead, G. S., Ryan, A. G., & Fleming, R. W. (1989). Views on Science-Technology society. Canada: Department of Curriculum Studies, College of Education, University of Saskatchewan.
2. Bybee, R. (2003). Achieving technological literacy: Educational perspectives and political actions. In G. Martin & N. Middleton (Eds.), Initiatives in technology education comparative Perspectives. Technical Foundation of America and the Center for Technology Education Research.
3. Bybee, R. W., & Loucks-Horsley, S. (2000). Advancing technology education: The role of professional development. The Technology Teacher, 60(2), 31-34.
4. Bunge, M. (1966). Technology as applied science. Technology and Culture, 7(3), 329-347
5. Bungum, B. (2005). Relating science to technology - teachers' views as educationnally situated. Actes de la conférence de l'ESERA, 28 août-1er septembre 2005, Barcelone.
6. Carter, L. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42(5), 561-580.
7. Collingridge, D. (1989). Incremental decision making in technological innovations: What role for science? Science, technology and human values, 14(2), 141-162.
8. Collins, S., Osborne, J., Ratcliffe, M., Millar, R., & Duschl, R. (2001). "What ideas-about-science should be taught in school science ? A Delphi study of the expert community", In actes de la Conference de l'AERA (April 10-14 Seattle).
9. Dasgupta, S. (1996). Technology and creativity. Oxford: Oxford University Press.
10. Daugherty, M. (2003). Advancing excellence in technological literacy: Professional development standards. The Technology Teacher, 63(3), 27-32.
11. Davies, D., & Rogers, M. (2000), 'Pre-service primary teachers' planning for science and technology activities: Influences and constraints', Research in Science and Technology Education, 18(2), 215-225.
12. Dosi, G., Orsenigo, L. & Mazzuccato, M. (2005). "The dynamics of knowledge accumulation, regulation, and appropriability in the Pharma-Biotech sector: Some policy issues." In G. Dosi & M. Mazzuccato (Eds.), Forthcoming in innovation, growth and market structure in high-tech industries: The case of Biotech-Pharmaceuticals. Cambridge: Cambridge University Press.
13. Dosi, G. (1982). Technological paradigms and technological trajectories. A suggested interpretation of the determinant and direction of technical change. Research Policy, 11, 147-162.
14. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's image of science. Buckingham: Open University Press.
15. Dugger, W. E. (1988). Technology - The discipline. The Technology Teacher, 48(1), 3-6.
16. Dugger, W. (2001). Phase III technology for all Americans project: Creating assessment, professional development, and program standards for technological literacy. The Technology Teacher, 60(4), 27-31.
17. Fourez, G. (1994). Alphabétisation scientifique et technique, essai sur les finalités de l'enseignement des sciences. Bruxelles, de Boeck.
18. Fourez, G. (2002). "Les sciences dans l'enseignement secondaire", Didaskalia,n° 21, 107-122.
19. Gardner, P. (1994). Representations of the relationship between science and technology in the curriculum. Studies in Science Education, 24, 1-28.
20. Gigling, M., Garnier, C., & Marinacci, L. (2000). La perception de la science et de la technologie chez des élèves du secondaire. In actes du 68ème congrès de l'Acfas (Montréal, 15-19 mai 2000).
21. Ginestié, J. (2003). Quelle place pour une éducation technologique? Le complexe culturel à l'égard de la chose technique. In Colloque européen 'La culture technique: un enjeu de société' (pp. 20-21) novembre 2003, Paris.
22. Guerra-Ramos, M. T., Leach, J., & Ryder, J. (2003). Ideas-about-science in Mexican primary school: Curriculum requirements and teachers' thinking. Preliminary findings. In actes de ESERA Conference (Noordwijkerhout, August 19-23, 2003).
23. Heidegger, M. (1977). The question concerning technology and other essays. New York: Harper & Row, Translated by W. Lovitt.
24. Herschbach, D. R. (1995). Technology as knowledge: Implications for instruction. Journal of Technology Education, 7(1), 31-42.
25. International Technology Education Association. (2000/2002). Standards for technological literacy: Content for the study of technology. Reston
26. Jarvis, T., & Rennie, L. (1996). Perceptions about technology held by primary teachers in England. Research in Science and Technology Education, 14(1), 43-54.
27. Jones, A. (1997). Recent research in learning technological concepts and processes. International Journal of Technology and Design Education, 7, 83-96.
28. Koulaidis, V., & Ogborn, J. (1989). Philosophy of science: An empirical study of teachers' views. International Journal of Science Education, n° 11, 173-184.
29. Larochelle, M., & Desautels, J. (1987). Qu'est-ce qu'une connaissance dite scientifique? Les modèles spontanés d'adolescent-e-s, Séminaire sur la représentation, n° 24, Montréal, Cirade.
30. Larochelle, M., & Desautels, J. (1996). Autour de l'idée de science. Québec et Bruxelles: Presses de l'Université Laval et De Boeck Wesmael.
31. Larochelle, M., Deseautels, J., & Pepin, Y. (1994). Etude de la pertinence et de la viabilité d'une stratégie de formation à l'enseignement des sciences. Rapport de recherche pré senté au Conseil de Recherches en Sciences Humaines du Canada.
32. Layton, D. (1988). Revaluing the T in STS. International Journal of Science Education, 10(5), 367-378.
33. Layton, D. (1993). Technology's challenge to science education. Buckingham: Open University Press.
34. Leach, J., & Lewis, J. (2002). The role of students' epistemological knowledge in the process of conceptual change in science. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change. Issues in theory and practice (pp. 201-216). The Netherlands: Kluwer academic publishers.
35. Leach, J. (1996). Students' understanding of the nature of science. In G. Welford, J. Osborne, & P. Scott (Eds.), Research in Science Education in Europe: Current issues and themes. London: Falmer Press.
36. Legendre, P. (2004). Ce que l'occident ne voit pas de l'occident. Paris, Mille et une nuits.
37. Lewis, T. (1992). The nature of technology and the subject matter of technology education. A survey of industrial teacher educators. Paper presented at the Annual Meeting of the American Vocational Association (St Louis, MO, December 4, 1992)
38. Locatis, C. N. (1988). Notes on the nature of technology. The Technology Teacher, 47(7), 3-6.
39. Mcrobbie, C. J., Ginns, I. S., & Stein, S. J. (2000). Preservice primary teachers' thinking about technology and technology education. International Journal of Technology and Design Education, 10, 181-101.
40. Meade, S., & Dugger, W. (2005). Technological literacy standards: Practical answers and next steps. The Technology Teacher, 65(3), 32-35.
41. Mitcham, C. (1994). Thinking through technology. The path between engineering and philosophy. Chicago: University of Chicago Press.
42. Mittell, I., & Penny, A. (1997). Teacher perceptions of design and technology: A study of disjunction between policy and practice. International Journal of Technology and Design Education, 7, 279-293.
43. Nott, M., & Wellington, J. (1996). Probing teachers' views of the nature of science: How should we do it and where should we be looking?. In G. Welford, J. Osborne, & P. Scott (Eds.), Research in science education in Europe: Current issues and themes. London: Falmer Press.
44. O'Neil, D. K., & Polman, J. L., (2004). Why educate "Little Scientists?" Examining the potential of practice-based scientific literacy. Journal of research in Science Teaching, n° 41, 234-266.
45. Postman, N. (1992). Technopoly: The surrender of culture to technology. New York: Alfred A. Knopf.
46. Ropohl, G. (1997). Knowledge types in technology. In M. J. de Vries, & A. Tamir (Eds.), Shaping concepts of technology: From philosophical perspectives to mental images (pp. 65-72). Dordrecht: Kluwer Academic Publishers.
47. Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students' images of science. Journal of Research in Science Teaching, n° 36, 201-219.
48. Staudenmaier, J. M. (1984). What SHOT hath wrought and what SHOT hath not: Reflections on twenty five years of the society for the history of technology. Technology and Culture, 25(4), 707-730.
49. de Vries, M. J. (1996). Technology education beyond the 'Technology is Applied Science' paradigm. Journal for Technology Education, 7(2)
50. de Vries, M. J. (2003). Toward an empirically informed epistemology of technology. Techné, 6(3), 1-21.
51. de Vries, M. J. (2005). 80 Years of research at the Philips Natuurkundig Laboratorium 1914-1994 Amsterdam: Pallas Publications, 336 pp.
52. Williams P. J. (2000) Design: The only methodology of technology? Journal of Technology Education, 11, N°. 2.