Issues of learning and knowledge in technology education

Issues of Learning and Knowledge in Technology
Education
ROBERT MCCORMICK

Centre for Curriculum and Teaching Studies, Faculty of Education and Language Studies,
The Open University, UK; E-mail: r.mccormick@open.ac.uk
ABSTRACT: This article examines issues that arise from learning and knowledge in tech-
nology education. The issues examined are, first, the definition of technological knowledge
and what the nature of that knowledge should be, where the concern is with how we define
and think about that knowledge, especially in the context of how students learn and use
knowledge in technology education. Second, the relationship between learning and knowl-
edge in particular the inter-relationship between learning and knowledge, focusing on a situated
view of learning. The third issue sees learning related to the context within which the learning
takes place.
This paper will explore these three inter-related issues in four sections. First, an outline
of a view of learning that privileges context. Second, there will be a consideration of types
of knowledge, namely, procedural and conceptual knowledge. These two types will be
elaborated upon through research done at the Open University, particularly on problem solving
and design. In discussing conceptual knowledge empirical work in mathematics and science
education will be drawn on, along with work on the use of mathematics and science in
technology education. Third, it will be argued that qualitative knowledge should become a
part of teaching and learning in technology education because it both reflects a view of
knowledge stemming from situated learning, and the tasks of technology. The article will
end with a research agenda for what we have yet to understand, drawing on the earlier
arguments.

Keywords: learning in context, qualitative knowledge, situated learning, technological
knowledge
INTRODUCTION
In this article I will examine issues that arise from learning and knowl-
edge in technology education. A consideration of such issues leads to a
research agenda for what we have yet to understand, and I will end with
such an agenda.
The first issue concerns the definition of technological knowledge and
what the nature of that knowledge should be. The debate on this has been
going on for some time; it was a major concern at the Jerusalem
International Science and Technology Education Conference in 1996
(International Journal of Technology and Design Education, 7 (1–2), 1997).
In that debate the interest was in how to work out a map of technological
knowledge. In this article my concern is with how we define and think about
that knowledge, especially in the context of how students learn and use
knowledge in technology education.
The second issue is the relationship between learning and knowledge.
International Journal of Technology and Design Education 14, 21–44, 2004.
 2004 Kluwer Academic Publishers. Printed in the Netherlands.