2.7. Summary of the theoretical stance on the research

This chapter summarizes the nature of technology with respect to the pedagogical considerations as follows:

The basic idea of children as active agents of their learning processes and as problem solvers using their previous skills, knowledge and experiences in a novel learning situation seems to provide a fruitful pedagogical approach to the nature of technology. Children being willing and active agents in their technology learning is a crucial factor in their success. Moreover, personal experience of technology as a response to human needs, wants and purposes is also vital. Consequently, children need to notice problems closely connected to their own living environment. In this way they can have an ownership of the task at hand. This is not possible in the ‘recipe-like’ teaching materials where the final outcomes are predetermined.

The above assumptions arise from the fact that technology has emerged as a response to both individual and collective human needs and wants during its long history. In this development problem solving has played an essential role and it has usually been practical, strongly contextualized and an open endeavor in order to satisfy human purposes. (see for example Adams 1991, Dugger & Yung 1995, Hacker & Barden 1988, Driver et al. 1995, Welty 1997, Black & Harrison 1985, Gardner 1994, McCormick & Davidson 1995)

From the viewpoint of skills (techne) the traditional notion of educational handicraft, with prescriptive copying of work pieces and artefacts, could have served quite well. However, from the viewpoint of knowledge and thinking (logos), another perspective is also needed to speak about technelogos education. In this regard, taking into account the modern notion of the learner as an active agent and contributor to his/her own learning process, the outcomes of learning produced in technology lessons do not necessarily need to be copied and well finished work pieces and artifacts, but improved thinking skills and capabilities to solve technological problems through human innovation in action.

Problem solving is an essential feature of the technological process. When engaged in problem solving, the individual or the collective group, faces a new situation which needs to be solved. Although the solution to the problem can be novel and innovative, in the process of solving it knowledge and skills already available are called upon for solution. In the process of technological problem solving there is rarely a single right answer, “the truth”, defining the solution, but rather a wide variety of possible alternatives from which the most appropriate and useful one is selected. And, provided that the circumstances are different, the alternatives selected can vary considerably.

In solving problems children are rarely working entirely on their own and in isolation from the surrounding world, but rather within the context of the socio-cultural milieu. This milieu has provided them with a considerable amount of thinking and making skills as well as experiences which can be utilized in the process of problem solving.

Authenticity and enculturation are especially important from the viewpoint of technology. Thus, if technology lessons are arranged according to the true nature of technology, they naturally include a strong inclination to authenticity. Moreover, since technology is inherently part of our culture, children should be enculturated into an active and contributing part of that culture.

Although the main focus of activity in technology education is not on mathematics and science (chapter 2.1.1), they constitute an important factor in the process of technology. From the constructivist point of view, children should have previous skills and knowledge on these subject areas and make use of that potential as a problem solving tool in technology education. On the other hand, technology can provide an authentic context for these subjects areas to appear meaningfully.

The connection between the constructivist theory of learning and technology education seems not to be taken into consideration to the extent that it might deserve. This research thesis considers constructivist driven teaching methods in relation to the nature of technology as a human construction in both a concrete and abstract sense. According to the constructivist idea of learning, it is vital to enable children to take information from the environment and use it, as well as their previous knowledge and experiences, in a problem solving situation and also to create new knowledge and skills in a personally meaningful leaning activity. (von Glasersfeld 1995, Tudge 1990)