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Ministry of Education.
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta

Element 2 Aspect 3: Promote opportunity for doing/making (Homo faber)

  Teacher Education – Pre-service

Element 2

Aspect 3: promote opportunity for doing/making (Homo faber)

Value of doing and making in technology.

It is a fundamental human characteristic to intervene in the world and to make things. Long before they get to school, young children are exploring and manipulating their environment to their own ends (Mortlock, 2005).

Bronowski (1973) commented that, "The most powerful drive in the ascent of man (sic) is his pleasure in his own skill. He loves to do what he does well and, having done it well, he loves to do it better" (p.72). Technology education taps into and develops this innate desire and capability to make things (Cosgrove and Schaverien, 1994).

Providing opportunities for creativity, innovation and skill development through practical activity is a centrally important aspect of technology education.

Aspect Purpose
To support student teachers to value and foster creativity, innovation and skill development through practical activity.

Key Words: Value, foster, creativity, innovation, skill development, practical activity.

Journal Article

Title: "Technology learning 1: Towards a curriculum for children who are technologists"

Reference: Cosgrove, M. & Schaverien, L. (1994). "Technology learning 1: Towards a curriculum for children who are technologists." International Journal of Technology and Design Education, 12, 222-240.

Review Statement
This paper puts forward the view that children have inherent technological capability that can be recognised and further developed by learning in technological problem solving contexts. The authors support their view by providing examples of primary pupils' creative, technological problem solving within different contexts.

Keywords: technological capability, technological problem solving, contexts

Reviewed by Mike Forret

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