Achieving STS goals through experiential learning
Bibliographic Data
| ID | 4254829 |
|---|---|
| Authors | Sharon A Brusic (corresponding author) |
| Year | 1992 |
| Volume | 31 |
| Issue | 1 |
| Pages | 44-51 |
| Publication date | 1992-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405849209543523 |
| OpenAlex | W2066051099 |
| Language | EN |
| Citations received | 1 |
| References cited | 2 |
Educators from a number of disciplines are currently giving attention to the inclusion of technology in the curriculum. However, many of them seem to be juggling technology in order to determine where and how it fits into the curriculum. Should it be incorporated with science? social studies? Is it a separate discipline? Is it interdisciplinary? Part of the confusion results from the fact that technology is described in multitudinous ways; hence, approaches to studying it are abundant. Some people equate technology with things, especially computers and automated machines. Others associate technology with words or ideas, such as progress, change, advancements, or dilemmas. Still others connect technology with a special form of knowledge or know-how (De Vore, 1980; Savage & Sterry, 1990). Each of these perspectives leads educators to develop different approaches to studying this multifaceted phenomenon
Confusion · Curriculum · Engineering ethics · Epistemology · Experiential learning · Inclusion (mineral · Order (exchange · Pedagogy · Phenomenon · Social science · Sociology · Technology education · Digital Storytelling and Education · Educational Games and Gamification · Engineering · Online and Blended Learning · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,05 |
| Citation span | 2007 - 2007 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |