Main Article Content
Teacher misconceptions about the nature and intent of Technology education (henceforth, Technology) in school sectors is of concern. Research suggests that elementary teachers too often do not have a basic grasp of the central tenets associated with Technology and how it differs from Science. Research by Atkinson (2000) has found that teacher educators too often design Technology lessons with a linear problem solving approach, leaving little opportunity for student creativity and imagination. Using a large sample of Initial Teacher Education (ITE) students (N = 830) this study found that early childhood education ITEs were less inclined to agree with the notion that Technology was mostly about creativity, design, and showing others your ideas. In addition, students thought that creativity was more applicable to Technology (as opposed to Science), although older male students thought that creativity was more relevant to both subjects. Implications for policy and practice are discussed.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater exchange of knowledge. Articles will be downloadable in HTML, PDF or ePub formats.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.