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공업계열 특성화고 학생들의 기술의 본성(NOT)에 대한 인식 탐구 - 과학기술사 수업을 중심으로 -

Understanding of Students at a Technical High School about the Nature of Technology through the Course of Science and Technology Course

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The purpose of this study was to investigate students’ understanding about the nature of technology (NOT) and examine the differences of their understanding of NOT after the instruction related to science and technology course. The participants in this study were 290 of 10th grade students in a technical high school in the metropolitan area, and took the course of science and technology developed based on the 2009 revised national curriculum. The students were asked to answer the questionnaire by Liou (2015). His framework for NOT was composed of six domains: technology as artifacts, technology as an innovative change, the current role of technology in society, technology as a double-edged sword, history of Technology, and technology as a science-based form. The results showed that the students showed diverse viewpoints about NOT, and that they were good at understanding about technology as an innovative change and history of technology. As well, their overall performances in NOT were well improved by the instruction since the difference between pre- and post-test was significant (p<.05). Especially, the difference in technology as a science-based form was higher than any other domains. On the other hand, they did not show significant gender differences in the understanding of NOT but majors significantly did. Thus, this study suggested some pedagogical implications for enhancing NOT for technical high school students.

Abstract

The purpose of this study was to investigate students’ understanding about the nature of technology (NOT) and examine the differences of their understanding of NOT after the instruction related to science and technology course. The participants in this study were 290 of 10th grade students in a technical high school in the metropolitan area, and took the course of science and technology developed based on the 2009 revised national curriculum. The students were asked to answer the questionnaire by Liou (2015). His framework for NOT was composed of six domains: technology as artifacts, technology as an innovative change, the current role of technology in society, technology as a double-edged sword, history of Technology, and technology as a science-based form. The results showed that the students showed diverse viewpoints about NOT, and that they were good at understanding about technology as an innovative change and history of technology. As well, their overall performances in NOT were well improved by the instruction since the difference between pre- and post-test was significant (p<.05). Especially, the difference in technology as a science-based form was higher than any other domains. On the other hand, they did not show significant gender differences in the understanding of NOT but majors significantly did. Thus, this study suggested some pedagogical implications for enhancing NOT for technical high school students.

참고문헌 (46)

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