Moshe Barak & Michael Hacker 
Fostering Human Development Through Engineering and Technology Education 

Fostering Human Development Through Engineering and Technology Education (ETE) is a collaborative work offered to students, scholars, researchers, decision-makers, curriculum developers, and educators interested in the rich learning opportunities afforded by engineering and technology education. This book provides perspective about the roles ETE might uniquely play in applying contemporary pedagogical practices to enhance students‘ intellectual, cognitive, and social skills in the service of promoting equitable and sustainable human development. Education about engineering and technology has become an imperative for all people due to the exponential rate of technological change, the impact of globalization on culture and economy, and the essential contributions engineering and technology make in addressing global and environmental challenges. Many of today’s students wish to use their education to influence the future, and school-based engineering and technology education programs meet the needs of these “millennial students” who are civic-minded, team-oriented, and want to make a difference. Therefore, support has been rapidly increasing for the establishment of school-based engineering and technology education (ETE) programs in many countries across the globe. Chapters in this book provide discussion about dimensions of learning; capabilities, concepts and skills for third millennial learners; culturally relevant learning through ETE; and the promise of new pedagogies such as gaming and other project-based learning approaches in our digitally connected world. The author team includes renowned educational theorists, cognitive scientists, scientists and engineers, instructional designers, expert practitioners, and researchers who have coalesced best practice and contemporary thought from seven countries.

Inhaltsverzeichnis

Introduction: Human Development and Engineering and Technology Education; Part I: Dimensions of Learning – a Theoretical Framework 1. Learning Theories for Engineering and Technology Education; 2. Activity Theory as a Pedagogical Framework for the Delivery of Technology Education; 3. Fostering Learning in the Engineering and Technology Class: From Content-Oriented Instruction Toward a Focus on Cognition, Metacognition and Motivation; 4. General Versus Specific Intellectual Competencies: The Question of Learning Transfer; Part II: Dimensions of Human Development: Competences, Knowledge and Skills 5. A Concept-Context Framework for Engineering and Technology Education: Reflections on a Delphi Study; 6. Dispositions as Explicit Learning Goals for Engineering and Technology Education; 7. Achieving Creativity in the Technology Classroom: The English Experience in Secondary Schools; 8. Using Contextualized Engineering and Technology Education to Increase Student Motivation in the Core Academics; 9. Engineering and Technology Education: Toward 21st Century Integrated Skill Sets for Future Careers; Part III: Cultural Dimensions 10. How Pupils Solve Problems in Technology Education and What They Learn: The Teaching-Learning Process for Transmitting Artefacts, Skills and Knowledge; 11. Cultural Aspects of Becoming Technologically Literate; 12. A Cultural Perspective of Teaching and Learning ETE in a Digitally Connected World; Part IV: Pedagogical Dimensions; 13. Scaffolding Strategies for Integrating Engineering Design and Scientific Inquiry in Project-Based Learning Environments; 14. Gaming to Learn: A Promising Approach Using Educational Games to Stimulate STEM Learning; 15. Transforming Education: The Promise of Engineering and Technology Education in a Digital Age ; Biographis; Index