Developments in Technology Education The Netherlands as a Case Marc J. de Vries

Larisa, can there be a better place for a scientific meeting? Plato: Meno (380 b.C.) Socrates: “... if I am not mistaken, they (the Thessalians, MJdV) are equally famous for their wisdom (as for their riches, MJdV), especially at Larisa...” Socrates: “If a man knew the way to Larisa, or anywhere else, and went to the place and led others thither, would he not be a right and good guide?” Meno: “Certainly.”

Dutch Educational System 8 years of primary education Pupils of ages 4-12 years Division: general education and vocational education Depending on school type: 4-6 years After general education: middle or higher vocational education, or university

History in brief 1970s: introduction of General Techniques in vocational schools No national curriculum; model available; craft-oriented 1990/1991: start of retraining of teachers Various subject teachers, 2-year part-time course 1993: revision of lower secondary curriculum, including Technology as a new subject National curriculum syllabus 1997/1998: revision of syllabus Based on best practice (!) 2002/2003: government decision to allow schools to integrate science and technology

Current situation Still compulsory in lower secondary education Scattered initiatives for primary education Technology/design part of higher secondary science education Technical specialisations in vocational schools and colleges/universities

Actors Aligned Policy makers Technology education as an element in an overall curriculum revision (social and economic motives) Provision of financial means for schools Teacher educators/curriculum developers Development of content Publishers and authors Development of course material

Un-aligned actors Industry Lack of interest for general education Parents Bad image of technology education Universities Not interested in doing educational research in technology education (no teacher education at that level)

Example of a textbook

Structure of the course Introduction: what is technology? Basic concepts Materials Levers (input-output) Transmissions (input-process-output) Energy (formation, transformation, storage) Systems (system hierarchy, feedback) Application areas Transportation Production Constructions communication

Structure of a textbook chapter Introduction Explanation of concepts Social aspects Case study (professions) Summary

Structure of an activity guide chapter Questions on theory Exploration of concepts by experiments Smaller practical assignments for practicing Larger project: design and make, while using concepts

Towards an Integration with Science Education Majority of vocational schools will integrate Majority of general schools will not integrate, keep both science and technology, but implement some interdisciplinary projects Very large range in practice from very innovative and succesful to very traditional and low-status

The Survival of Technology Education in the Netherlands Image of science as a difficult and un- interesting subject (in particular in vocational education) Take technological challenges as the core of the subject and bring in science where relevant Who will teach the combined subject?! Will technology teachers be able to raise the status of the subject?

New modular course First module: introduction Second module: Materials Third module Production Fourth-fifteenth module: various themes Musical instruments Designing with light

Concept map

The survival of technology education worldwide PATT-15 conference: survey of 20 years of Technology Education worldwide Progress in countries where actors are aligned Moving in circles in some countries Stagnation in others

Need for Good Conceptual Basis Input from academic disciplines History of technology Philosophy of technology Design methodology

History of technology Different relations between science and technology Science as primary source Science as enabler Science as hindsight wisdom

Philosophy of technology Artefacts Physical and functional nature Proper and accidental function Knowledge Normative dimension Collective dimension Volition Individual experience of reality Political influence on technology

Design methodology Different domains require different design processes No analysis without conjecture No fixed order in phases Take into account external factors and their changes

Desirable continuous learning line Primary level: orientation There is technology all around us Lower secondary level: conceptualisation Common concepts in technology Higher secondary education: differentation Differences between technological domains Tertiary level: specialisation In-depth and very focused

Support by educational research: contents What and why Role of design Values To whom and by whom Attitudes and mental concepts of Pupils/students and teachers How Design practice Task-skills relations Reasoning and concept learning Assessment

Dissemination of outcomes Academic journals International Journal of Technology & Design Education (Springer) URL: Teacher journals The Technology Teacher (ITEA) Teacher associations (conferences) International Technology Education Association (USA- based) URL:

International contacts PATT conferences (Pupils’ Attitudes Towards Technology) URL: Hemisphere (ITEA listserve) URL: European Union projects

Thank you for your attention Questions? Discussions?