Download Defining Technological Literacy: Towards an Epistemological by J. Dakers PDF

By J. Dakers

By no means sooner than have we so wanted a brand new literacy that would allow us to meaningfully perform the swiftly evolving technologically mediated international. This assortment bargains a high-quality foundation for outlining this new technological literacy by means of bringing jointly theoretical paintings encompassing philosophy, layout, and pedagogy.

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Extra resources for Defining Technological Literacy: Towards an Epistemological Framework

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Both are being carried out in the Netherlands. At Delft University of Technology there is the “Dual Nature of Technical Artifacts” research program, and at Eindhoven University of Technology we have the “Norms in Technological Knowledge” program. The two groups work closely together. Taken together the two philosophy-of-technology groups that work on these programs form probably the largest group in the philosophy of technology worldwide. I, however, do not confine my description of philosophical reflections on technical artifacts and technological knowledge to the work of these groups, but also draw from the work of other analytically oriented groups in other countries, mainly in the United States.

It has to go further Volts Solar panel [new knowledge] [new knowledge] Example 3: Qualitative Knowledge It is already well understood in the field of, for example, physics problemsolving, that experts always start by thinking about solutions in qualitative terms (Glaser, 1984). This is in stark contrast to how we start novices off on learning how to do such problem solving, which is, invariably, with figures and equations; working without much overall understanding of what they are doing. Chris Dillon, in his account of qualitative approaches used by experts, characterizes them by the degree to which, on Technology and Knowledge ● 41 the one hand, they reflect the device (that is to be controlled or understood), and on the other, the mathematics (or science) model that could be used to represent the device’s operation (Dillon, 1994).

The teacher may be surprised that a student (in this case a girl) resists this by saying “nobody drinks cold tea”; she sees no point in testing the solubility at temperatures much below that which makes the tea drinkable. It is also true that many devices that students will come across in the technology classroom are too complex for them to understand in terms of their science understanding. A not-untypical technology project of a simple money-box, in which a coin dropped operates a pivoted beam, which in turn makes a bird rock, is likely to be beyond the science of an elevenyear-old student.

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