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The current study is in response to mitigating challenges faced by Japanese beginning teachers of the Technology education (TE) subject when achieving the aims of the revised national curriculum for T...echnology Education and the proposed The New Framework of Technology and Engineering Education for Creating a Next Generation Learning. This research aims to clarify the key factors required to create support structures through junior high school and university collaboration, empowering beginning TE teachers to implement design-based learning in their school technology curricula. This study applied a qualitative inquiry strategy based on the principle of purposeful sampling to create a single significant case study. This case study will use a self-study approach as the purposeful sampling strategy. The self-study is based on a collaborative design-based project that the authors have worked together and implemented in the technology lessons in the academic year 2023. The design-based project was placed in the second semester of the TE curriculum for 2nd-grade students. The duration of the project was planned for eight lessons. This project would focus mainly on topics related to biological technology, but at the same time, integrate other key learning content such as material and processing, design process, science, and mathematics. The theme of the project is called Kitchen Farm. In this project, students worked in groups of about 5-6. Three classes of 2nd-grade students went through the Kitchen Farm project. The object of study is mainly based on the qualitative data collected from the teacher’s reflection (which is the second author) after the implementation of the project. Based on the content of the teacher’s reflections as findings, the data is analyzed by the first author to elucidate meanings. Through this study, four key factors are suggested to be necessary for considerations to create support structures to empower beginning TE teachers to be able to plan and implement design-based learning were clarified: 1) professional development for designbased learning, 2) developing necessary teaching and learning strategies, 3) preparations of learning environment, and 4) creating opportunities for consultation and support through universities and cluster schools.続きを見る
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