| Co-Investigator(Kenkyū-buntansha) |
FUJII Hiroki Hiroshima Prefectural Women's University, Faculty of Human Life and Environmental Science, Lecturer, 生活科学部, 講師 (30274038)
ISOZAKI Tetsuo Hiroshima University, Faculty of Enducation, Associate Professor, 教育学部, 助教授 (90243534)
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| Budget Amount *help |
¥3,100,000 (Direct Cost: ¥3,100,000)
Fiscal Year 2000: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 1999: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1998: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Research Abstract |
Technology education, along with the development of the Industrial Revolution which had started in England, pursued a very similar course of its development in England, the United States, and Germany. In Germany, for example, technology education as a vocational preparation for students was done, and in England technology education which dealt with the application and practice of science held its own against the academic pure science education. Still in the United States, technology education developed rapidly in the vocational school since 20th century.
Scientce education and technology education, thus, were conceived as a different subject each, and one line was drawn between science education and technology education for vocational preparation. There are, however, several differences between the two. For example, the nation intervened in the developmental process of technology education in the United States and Germany, but in England did not. The interface between science and technology education was not been discussed in 19th century, when science education had not hold its legal place in school curriculum.
Nowadays, in the industrialized and information society which developed rapidly, new definition is given to technology education. That is, technology education is defined not as a subject which teach how to make anything, as a one which do how to solve technological problems. Thus, the science- technology interface have a basis on this ground.
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