2002 Fiscal Year Final Research Report Summary
An Evaluation of Technical Education by Technical High School Graduates Engaged in the Industries
| Project/Area Number |
12680186
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Kagoshima University |
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Principal Investigator |
HASEGAWA Masayasu Kagoshima University, Faculty of Education, Professor, 教育学部, 教授 (00253857)
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| Co-Investigator(Kenkyū-buntansha) |
MITA Sumiyoshi Oyama National College of Technology, Mechanical Engineering, Associate Professor, 助教授 (50280350)
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| Project Period (FY) |
2000 – 2002
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| Keywords | Technical Highshcool Education / Experiment and Practice / Specialty / Skill / Work Arrangement / Drawing |
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| Research Abstract |
This paper attempts to follow up the graduates from technical high school who are now engaged in industry. We survey how they evaluate the technical education they had, especially the contents of the technical subjects in their high schools. We also try to obtain basic data for curriculums for technical high school that could make students cherish clear sense of purpose in highly technical specialty. We made a survey of three public and one national high school graduates. Those surveyed are from the seven courses of machine, electricity, industrial chemistry, architecture, civil engineering, and two others from 1960 to 1988. We received 1689 answers, 24.6% of all the samples 6872.
The main facts our survey shows are as follows:
(1) The technical education is highly evaluated by those surveyed.
(2) Different courses produce different evaluations. The courses of architecture and civil engineering have close connection with occupations in society. The graduates from these courses highly evaluate technical education. The course of machine, meanwhile, has less connection with them, and that of industrial chemistry has still less. The studies on specialty of technical education require individual considerations of each course.
(3) As regards the kind of work, technical desk work is the most popular.
(4) Technical subjects are considered to be useful for technical work. Especially "the basic knowledge of theories acquired in technical subjects," and "the practical and technical knowledge acquired in them" are highly evaluated.
(5) As to technical education in the future, the respondents think that on curriculum "technical education should be more substantial," and on technical subjects "experiment and practice learning through experience, ability to solve problems by project studies, and information technology" should be laid more stress upon.
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Research Products
(8 results)
