Measuring pupil's knowledge and understanding of technology : a methodological study

[摘要] ENGLISH ABSTRACT:Technological literacy is a competency that is widely espoused both locally andinternationally (UNESCO, 1984; TAAP, 1991). Technological literacy has beendescribed as a multi-dimensional construct consisting of a knowledge, skills and anaffective component. This study investigated learner performance in the cognitivedomain. Intact classes of Foundation (Grade 3), Intermediate (Grade 6) and Seniorphase (Grade 9) learners from 12 Western Cape schools participated in a standardisedpaper-and-pencil assessment, the Pupil's Understanding of Technology (PUT) test.The study attempted to measure the effect of two variables - geographic location andgender, on learner knowledge and understanding of technology. The main substantivefindings to emerge are firstly that geographic location is significantly related toperformance in specific content areas of technology. Secondly, gender appears to beless significant in determining learner knowledge of technology on most questions.Furthermore, the level of knowledge of technology appears to correspond with phaseor developmental level, thus supporting the conception of technological knowledge as asubset of general achievement.In addition, this study describes various methodological limitations pertaining to thePUT format and content. The main methodological limitations to an assessment oflearner knowledge and understanding of technology using the PUT instrument relatesto the nature of technological knowledge, and the understanding that technologicalliteracy is a complex, multi-dimensional and activity-based subject. The study furtherhighlights the need for an interrogation of the monolithic categories of 'geographiclocation' and 'socio-economic' category.

[发布机构] Stellenbosch University