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Knowledge and Values in Technology Education

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Abstract

This paper addresses two closely interrelated issues in Technology Education: knowledge and values. The starting point for the discussion is analysis of the nature of knowledge in technology education. Approaches for theorising knowledge will be analysed in this paper as well as problems associated with them. Three major types of problems are identified: problems with finding an appropriate approach for the analysis of technological knowledge; problems with a technocratic interpretation of technological knowledge for the purpose of its classification; and problems with establishing a consistent approach to distinguish common features of technological knowledge. A model that represents knowledge in technology education and the place of values in it is presented as a way of overcoming the problems specified. The claim is made that understanding of knowledge/values relationships can improve theoretical understanding of how technology education can be constructed.

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Authors and Affiliations

  1. Centre for Learning Research, Griffith University, Mt Gravatt Campus, Messines Ridge Road, Mt Gravatt, Qld, 4122, Australia

    Margarita Pavlova

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  1. Margarita Pavlova
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Correspondence to Margarita Pavlova.

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Pavlova, M. Knowledge and Values in Technology Education. Int J Technol Des Educ 15, 127–147 (2005). https://doi.org/10.1007/s10798-005-8280-6

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  • DOI: https://doi.org/10.1007/s10798-005-8280-6

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