Changing the Content of the Subject of Technology

Marijana Juralovich

doi:doi:10.11648/j.ijecs.20210604.17

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Changing the Content of the Subject of Technology

Marijana Juralovich

Published in International Journal of Education, Culture and Society (Volume 6, Issue 4)

Received: 24 June 2021 Accepted: 10 August 2021 Published: 18 August 2021

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Abstract

Creation is an important reflection of the internal and external world of the pupil, an expression of his or her own individuality. When a child creates, he or she expresses his or her feelings, attitudes toward the surrounding world, and what lies within the child: feelings, experiences, thoughts, wishes, needs, objectives and dreams. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. The programme lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried-out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also less valued (29,6%). A relatively large number of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. Girls need more time to learn in the textile division, in order to be more feminine. To become more masculine, boys should devote more time to the division of construction materials. The assessment of various technological programmes (nutrition, construction materials, textiles), in the pupils‘ opinion, showed that the natural qualities of boys (as men) and girls (as women) are educated only partially. Therefore, the pupil is not educated as a personality.

Published in	International Journal of Education, Culture and Society (Volume 6, Issue 4)
DOI	10.11648/j.ijecs.20210604.17
Page(s)	144-152
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Creativity, Technology Subject Programs, Gender Development of Personality, Learning Motivation

References

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Marijana Juralovich. (2021). Changing the Content of the Subject of Technology. International Journal of Education, Culture and Society, 6(4), 144-152. https://doi.org/10.11648/j.ijecs.20210604.17

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Marijana Juralovich. Changing the Content of the Subject of Technology. Int. J. Educ. Cult. Soc. 2021, 6(4), 144-152. doi: 10.11648/j.ijecs.20210604.17

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AMA Style

Marijana Juralovich. Changing the Content of the Subject of Technology. Int J Educ Cult Soc. 2021;6(4):144-152. doi: 10.11648/j.ijecs.20210604.17

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@article{10.11648/j.ijecs.20210604.17,
  author = {Marijana Juralovich},
  title = {Changing the Content of the Subject of Technology},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {4},
  pages = {144-152},
  doi = {10.11648/j.ijecs.20210604.17},
  url = {https://doi.org/10.11648/j.ijecs.20210604.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210604.17},
  abstract = {Creation is an important reflection of the internal and external world of the pupil, an expression of his or her own individuality. When a child creates, he or she expresses his or her feelings, attitudes toward the surrounding world, and what lies within the child: feelings, experiences, thoughts, wishes, needs, objectives and dreams. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. The programme lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried-out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also less valued (29,6%). A relatively large number of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. Girls need more time to learn in the textile division, in order to be more feminine. To become more masculine, boys should devote more time to the division of construction materials. The assessment of various technological programmes (nutrition, construction materials, textiles), in the pupils‘ opinion, showed that the natural qualities of boys (as men) and girls (as women) are educated only partially. Therefore, the pupil is not educated as a personality.},
 year = {2021}
}

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TY  - JOUR
T1  - Changing the Content of the Subject of Technology
AU  - Marijana Juralovich
Y1  - 2021/08/18
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210604.17
DO  - 10.11648/j.ijecs.20210604.17
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 144
EP  - 152
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210604.17
AB  - Creation is an important reflection of the internal and external world of the pupil, an expression of his or her own individuality. When a child creates, he or she expresses his or her feelings, attitudes toward the surrounding world, and what lies within the child: feelings, experiences, thoughts, wishes, needs, objectives and dreams. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. The programme lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried-out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also less valued (29,6%). A relatively large number of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. Girls need more time to learn in the textile division, in order to be more feminine. To become more masculine, boys should devote more time to the division of construction materials. The assessment of various technological programmes (nutrition, construction materials, textiles), in the pupils‘ opinion, showed that the natural qualities of boys (as men) and girls (as women) are educated only partially. Therefore, the pupil is not educated as a personality.
VL  - 6
IS  - 4
ER  -

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Marijana Juralovich

Faculty of Natural Sciences, Didactics of Household Culture, Vilnius Pedagogical University, Vilnius, Lithuania

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Marijana Juralovich. (2021). Changing the Content of the Subject of Technology. International Journal of Education, Culture and Society, 6(4), 144-152. https://doi.org/10.11648/j.ijecs.20210604.17

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ACS Style

Marijana Juralovich. Changing the Content of the Subject of Technology. Int. J. Educ. Cult. Soc. 2021, 6(4), 144-152. doi: 10.11648/j.ijecs.20210604.17

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AMA Style

Marijana Juralovich. Changing the Content of the Subject of Technology. Int J Educ Cult Soc. 2021;6(4):144-152. doi: 10.11648/j.ijecs.20210604.17

Copy | Download

@article{10.11648/j.ijecs.20210604.17,
  author = {Marijana Juralovich},
  title = {Changing the Content of the Subject of Technology},
  journal = {International Journal of Education, Culture and Society},
  volume = {6},
  number = {4},
  pages = {144-152},
  doi = {10.11648/j.ijecs.20210604.17},
  url = {https://doi.org/10.11648/j.ijecs.20210604.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20210604.17},
  abstract = {Creation is an important reflection of the internal and external world of the pupil, an expression of his or her own individuality. When a child creates, he or she expresses his or her feelings, attitudes toward the surrounding world, and what lies within the child: feelings, experiences, thoughts, wishes, needs, objectives and dreams. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. The programme lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried-out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also less valued (29,6%). A relatively large number of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. Girls need more time to learn in the textile division, in order to be more feminine. To become more masculine, boys should devote more time to the division of construction materials. The assessment of various technological programmes (nutrition, construction materials, textiles), in the pupils‘ opinion, showed that the natural qualities of boys (as men) and girls (as women) are educated only partially. Therefore, the pupil is not educated as a personality.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Changing the Content of the Subject of Technology
AU  - Marijana Juralovich
Y1  - 2021/08/18
PY  - 2021
N1  - https://doi.org/10.11648/j.ijecs.20210604.17
DO  - 10.11648/j.ijecs.20210604.17
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 144
EP  - 152
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20210604.17
AB  - Creation is an important reflection of the internal and external world of the pupil, an expression of his or her own individuality. When a child creates, he or she expresses his or her feelings, attitudes toward the surrounding world, and what lies within the child: feelings, experiences, thoughts, wishes, needs, objectives and dreams. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. The programme lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried-out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also less valued (29,6%). A relatively large number of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. Girls need more time to learn in the textile division, in order to be more feminine. To become more masculine, boys should devote more time to the division of construction materials. The assessment of various technological programmes (nutrition, construction materials, textiles), in the pupils‘ opinion, showed that the natural qualities of boys (as men) and girls (as women) are educated only partially. Therefore, the pupil is not educated as a personality.
VL  - 6
IS  - 4
ER  -

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