2.4.1 Features of technology knowledge
Ku (2007:3) explains that technological knowledge can be divided into two types which are procedural and conceptual knowledge. Procedural knowledge relates to the activity, whilst conceptual knowledge relates to the body of content (Williams, 2000:1). The content of Technology must include conceptual knowledge of artifacts and procedural knowledge, namely, the design and making of such artifacts (Van Niekerk et al., 2005:2). McCormick (1997:143) asserts that the inter-relationship between procedural and conceptual knowledge is important in problem solving. According to De Swardt, et al. (2005:2), Ku (2007:3) and Ankiewicz et al. (2005:2), Technology teachers are expected to possess technological knowledge and to have ability to control technological process which is procedural knowledge. When learners acquire high level skills they must be able to use their factual and conceptual knowledge and move from personal experience to a more sophisticated understanding (Tapper, 2009:9).
2.4.2 Conceptual knowledge
Conceptual knowledge can play a pivotal role in the teaching and learning of Technology. According Pesonen (2004:2), conceptual knowledge denotes knowledge of concepts and rules. McCormick (1997:143) states that conceptual knowledge is concerned with relationships among items of knowledge, how it relates to the body of
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content and relationships among the concepts in the knowledge. McCormick (1997:143) concludes that learners are known to have a conceptual knowledge when they are able to identify these relationships among the concepts. “The goal for teaching Technology should be to produce students with a more conceptual understanding of Technology and its place in society, who can grasp and evaluate new bits of Technology that they might never have seen before” (ITEA in Ku, 2007:2).
It can be surmised from this assertion, that conceptual knowledge plays a pivotal role in the learning of Technology in terms of promoting the acquisition of higher order thinking skills. According to Ku (2007:2), much of the learning done in Technology Education classroom is learning in which students build their own knowledge from their experiences from doing and thinking. Technology learners can use their knowledge of different shapes when they make a certain structure to solve a technological problem. Ku (2007:3) states, with regard to this view, many cognitive psychologists and science teachers have shown that all real understanding of science concepts occurs when learners fully participate in the development of their own knowledge. Thus, learners can acquire conceptual knowledge in Technology when they fully participate in the development of their own knowledge.
2.4.3 Procedural knowledge
Procedural knowledge is a significant term used in Technology and is “know how to do it” knowledge (McCormick, 1997:143). According to King, et al. (1998:12), procedural knowledge is not really a higher order thinking skill; however, it is needed for promoting such a skill. Crowl, Kaminsky and Podell (cited in King et al., 1998:12) support the idea that procedural knowledge may be a requisite for higher order thinking skill. According to Pesonen (2004:3), procedural knowledge often calls for automated and unconscious steps. Pesonen (2004:3) adds that procedural knowledge may also be demonstrated in a reflective mode of thinking when the learners skillfully combine two rules without exactly knowing why they work. According to Haapasalo (2003:6), children often choose the right thing to do without being able to mention the reasons for it. According to Williams (2000:1), procedural knowledge is developed through the creation of a process
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when a solution to a particular need or brief is sought. Compton (2004:4) states that procedural knowledge is often equated with tacit knowledge, but she argues that not all tacit knowledge is procedural and that not all procedural knowledge is tacit. Technological knowledge presents certain effects that need to be taken into account in a classroom situation if learners’ higher order thinking is to be nurtured.
2.4.4 Effects of technological knowledge
Mawson (2007:253) explored the factors of learning in Technology. Though the study was conducted on children in their early years at school, it can assist in this study to understand the effects of technological knowledge. The main aim of the study was to establish the technological knowledge, understanding, capabilities of children and the factors which encourage or hinder learning in Technology. Mawson (2007:258) states that personal disposition toward risk-taking in Technology is an important feature of children’s technological practice. According to Mawson (2007:262), a second major factor which can influence children learning Technology is the way in which individual teachers teach the unit. Interviews were conducted to explore the children’s initial knowledge and understanding of Technology in terms of their experiences, use of electronic technologies and understanding of the use and operation of every day technology.
There were also some simple construction and problem solving exercises in this interview to give an indication of their level of technological capability. The parents of 13 learners were also interviewed. The semi-structured interviews examined the parents’ perceptions of their children’s early childhood education experience; cooperative and leadership behaviours; preferred learning styles; problem solving ability; competence and experience with electronic equipment, tools and utensils; levels of curiosity; attitude towards Technology Education; and the parents’ own understanding of Technology.
The findings of the study revealed two categories of factors which can affect learning in Technology, which are personal and systematic factors. Personal factors are academic ability, personal disposition to risk taking, home experiences and gender, school
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planning process, teacher constructs of Technology and the requirements of the compulsory Technology curriculum. Systematic factors are the school context and the wide educational context. The data indicated that personal disposition toward risk-taking is a significant factor in achievement in Technology.