Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education.

E.J. Rohaan, R. Taconis, W.M.G. Jochems

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    Abstract

    This literature review reports on the assumed relations between primary school teachers’ knowledge of technology and pupils’ attitude towards technology. In order to find relevant aspects of technology-specific teacher knowledge, scientific literature in the field of primary technology education was searched. It is found that teacher knowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachers’ enhanced Pedagogical Content Knowledge is found to be related to pupils’ increased learning and interest in technology. Six aspects of technology-specific teacher knowledge that are likely to play a role in affecting pupils’ attitude are identified and schematically presented in a hypothetical diagram. It is concluded that more empirical evidence on the influence of technology-specific teacher knowledge on pupils’ attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupils’ attitude empirically.
    Original languageEnglish
    Pages (from-to)15-26
    JournalInternational Journal of Technology and Design Education
    Volume20
    Issue number1
    DOIs
    Publication statusPublished - 2010

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