30 YEARS OF TECHNOLOGY EDUCATION IN GERMANY

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30 YEARS OFTECHNOLOGY EDUCATIONIN GERMANY
Part I
Gerd Hoepken
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1890
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1920
1955
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1967
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1969
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approaches of technology education (1970s)
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• course of instruction

Teaching Methods
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• course of instruction
• design activity

Teaching Methods
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• course of instruction
• design activity
• making activity

Teaching Methods
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• course of instruction
• design activity
• making activity
• technological experiment

Teaching Methods
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• course of instruction
• design activity
• making activity
• technological experiment
• technological analysis

Teaching Methods
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• course of instruction
• design activity
• making activity
• technological experiment
• technological analysis

• technological exploration

Teaching Methods
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• course of instruction
• design activity
• making activity
• technological experiment
• technological analysis

• technological exploration
• technological assessment

Teaching Methods
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• course of instruction
• design activity
• making activity
• technological experiment
• technological analysis

• technological exploration
• technological assessment
• project

Teaching Methods
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• course of instruction
• design activity
• making activity
• technological experiment
• technological analysis

• technological exploration
• technological assessment
• project
• case study

Teaching Methods
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• course of instruction
• design activity
• making activity
• technological experiment
• technological analysis

• technological exploration
• technological assessment
• project
• case study
• expert inquiry

Teaching Methods
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methods of assigning and assessment anticipating
methods realizing methods simplifying/systema
tizing methods analyzing methods
Technological Methods
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Primary School 1972
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Primary School 1972
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Primary School 1972
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Lower Secondary School 1992
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Lower Secondary School 1998
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Lower Secondary School 1991
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Lower Secondary School 2003
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Part II A new Technology Curriculum for
Secondary Schools in Schleswig-Holstein As a
Part of a General Curricula Revision
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1.
The new curricula should come to terms with
core problems
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2.
The new curriculashould securea commonbasic
education
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3.
The new curriculashould help to connect the
experiences of life
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4.
The new curricula should strengthen cross
curricular co-operation
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5.
The new curriculashould relieve teaching
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6.
The new curricula should strengthen profile and
co-operation of school subject, school stages and
school branches
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Core problem 1 Basic values of human living
together, especially peace, human rights and
living together in a world with different
cultures, social systems, peoples, and nations to
be an individual and global task. 1. Basic values
of human living together and their meaning for
school 2. Principles of education in regard of
peace 3. Peace as an aspect of subjects, the
example of sciences 4. Projects in peace
education 5. Over development or surviving 6.
Learning in a world being a part of "One World"
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• Core problem 2
• Preservation of the natural fundamentals of life,
  of personal and other peoples well being.
• Ecological education - shaping the man-nature
  relation as aguide line for pedagogy
• 2. From subject lessons to cross curricular
  ecological education
• 3. The future task to ecological education as a
  charge for all school subjects
• 4. Learning in a healthy way is more than
  learning health

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Core problem 3 The future change in economic,
technological, and social conditions of life and
their impact on shaping conditions of life. 1.
Landmarks for curricula revision
Schleswig-Holstein 2. Records of working group 1
(economics) 3. Records of working group 2
(social) 4. Records of working group 3 (new
media)
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Core problem 4 Equal status for women and men,
boys and girls within the family, vocation and
society. 1. Research outcomes relating to the
gender issue - consequences for lessons
and pre- and in-service training of
teachers 2. Records of the working group
"research outcomes relating to the gender
issue" 3. Language aspects of inequality and
equality of gender 4. Inequal conditions for
girls/women and boys/men in the areas of
science education and vocational orientation
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Core problem 5 The right of all human beings to
organise their own political, cultural, and
economic conditions of life, their participation
and joint responsibility in all areas of life. 1.
Social change and participation in society,
economy, and politics 2. Intercultural
education - charge and chance 3. Intercultural
district schools - bilingual learning
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Key capabilities - acquiring factual knowledge
about technology - acquiring ability to organise
production in craftsmans or industrial ways -
acquiring safe ways of acting - knowing
fundamentals of order at a working place and in
the workshop - using appropriate ways of working
with materials, tools, machines, and devices -
making objects in a precise way - acquiring
sensitivity towards sparing resources, using
energy, avoiding waste, and recycling -
preparing ability to use technology in safe and
appropriate ways - bringing creativity into the
solution of problems - acquiring technological
sensitivity and awareness of problems/learning
transferable strategies - acquiring ability
to comprehend complex connected situations -
acquiring ability to evaluate technology -
acquiring decision competence in the area of pre
vocational orientation - acquiring ability to
experience - acquiring independence - discovering
and perceiving own endowment - acquiring ability
to work in teams and to accept each other in
different situations
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Fields of Action - Work and production -
Transportation and trafic - Supply and waste
management - Information and communication -
Construction and built environment
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Thank You!
Gerd Hoepken