30 anos de educação tecnológica na alemanha

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Educação Tecnológica na Alemanha

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30 anos de educação tecnológica na alemanha

  1. 1. 30 YEARS OF TECHNOLOGY EDUCATION IN GERMANY Gerd Hoepken Part I
  2. 2. Gerd Hoepken 1890
  3. 3. Gerd Hoepken 1920 1955
  4. 4. Gerd Hoepken 1967
  5. 5. Gerd Hoepken 1969
  6. 6. Gerd Hoepken approaches of technology education (1970s)
  7. 7. Gerd Hoepken <ul><li>course of instruction </li></ul>Teaching Methods
  8. 8. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul>Teaching Methods
  9. 9. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul>Teaching Methods
  10. 10. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul><ul><li>technological experiment </li></ul>Teaching Methods
  11. 11. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul><ul><li>technological experiment </li></ul><ul><li>technological analysis </li></ul>Teaching Methods
  12. 12. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul><ul><li>technological experiment </li></ul><ul><li>technological analysis </li></ul><ul><li>technological exploration </li></ul>Teaching Methods
  13. 13. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul><ul><li>technological experiment </li></ul><ul><li>technological analysis </li></ul><ul><li>technological exploration </li></ul><ul><li>technological assessment </li></ul>Teaching Methods
  14. 14. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul><ul><li>technological experiment </li></ul><ul><li>technological analysis </li></ul><ul><li>technological exploration </li></ul><ul><li>technological assessment </li></ul><ul><li>project </li></ul>Teaching Methods
  15. 15. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul><ul><li>technological experiment </li></ul><ul><li>technological analysis </li></ul><ul><li>technological exploration </li></ul><ul><li>technological assessment </li></ul><ul><li>project </li></ul><ul><li>case study </li></ul>Teaching Methods
  16. 16. Gerd Hoepken <ul><li>course of instruction </li></ul><ul><li>design activity </li></ul><ul><li>making activity </li></ul><ul><li>technological experiment </li></ul><ul><li>technological analysis </li></ul><ul><li>technological exploration </li></ul><ul><li>technological assessment </li></ul><ul><li>project </li></ul><ul><li>case study </li></ul><ul><li>expert inquiry </li></ul>Teaching Methods
  17. 17. Gerd Hoepken methods of assigning and assessment * anticipating methods * realizing methods * simplifying/systematizing methods * analyzing methods Technological Methods
  18. 18. Gerd Hoepken Primary School 1972
  19. 19. Gerd Hoepken Primary School 1972
  20. 20. Gerd Hoepken Primary School 1972
  21. 21. Gerd Hoepken Lower Secondary School 1992
  22. 22. Gerd Hoepken Lower Secondary School 1998
  23. 23. Gerd Hoepken Lower Secondary School 1991
  24. 24. Gerd Hoepken Lower Secondary School 2003
  25. 25. Gerd Hoepken Gerd Hoepken
  26. 26. Gerd Hoepken
  27. 27. Part II A new Technology Curriculum for Secondary Schools in Schleswig-Holstein As a Part of a General Curricula Revision
  28. 31. The new curricula should come to terms with core problems 1.
  29. 32. 2. The new curricula should secure a common basic education
  30. 33. 3. The new curricula should help to connect the experiences of life
  31. 34. 4. The new curricula should strengthen cross curricular co-operation
  32. 35. 5. The new curricula should relieve teaching
  33. 36. 6. The new curricula should strengthen profile and co-operation of school subject, school stages and school branches
  34. 37. 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 &quot;One World &quot;
  35. 38. <ul><li>Core problem 2 : </li></ul><ul><li>Preservation of the natural fundamentals of life, of personal and other people’s well being. </li></ul><ul><li>Ecological education - shaping the man-nature relation as a guide line for pedagogy </li></ul><ul><li>2. From subject lessons to cross curricular ecological education </li></ul><ul><li>3. The future task to ecological education as a charge for all school subjects </li></ul><ul><li>4. Learning in a healthy way is more than learning health </li></ul>
  36. 39. 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)
  37. 40. 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 &quot;research outcomes relating to the gender issue&quot; 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
  38. 41. 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
  39. 42. Key capabilities - acquiring factual knowledge about technology - acquiring ability to organise production in craftsman’s 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
  40. 43. Fields of Action - Work and production - Transportation and trafic - Supply and waste management - Information and communication - Construction and built environment
  41. 44. Work and production Responsibility of man working with raw material in craftsman like production. Basic course: Communication in technology. 7. - 9. form Development and employment of machines change place of work and vocation. Interdependence of man and machine in production. 7. - 9. form Industrial production of articles for daily use and its impact on conditions of life. 8./9. form Transportation and trafic Bicycle technology and appropriate use of means of transport. 7. form Car technology and its interactions with man and environment. 9. form Technology conceptions for environment conserving means of transport. 10. form/project People develop technology (e.g. air craft engineering) and use it in different ways. 8. - 10. form Construction and built environment Former and present ways of constructing bridges- basic principles of static, selecting materials, impacts on man and environment. 7. form People protect and secure themselves - safety systems of yesterday, today, and tomorrow. 7. - 8. form Dwelling in changing times - ecologically beneficial, human building and living together. 8. - 10. form/ project Supply and waste management Wrapping is a burden for environment - disposing and planning wrappings, avoiding refuse through abolishing, recycling relieves environment. 7. -9. form Supplying and disposing garbage of a household under technological, ecological and economic aspects. 8. - 9- form Using energy efficiently and sustainable energies in households. 9./10. form Man as consumer - discriminating dealing with the supply of tech- nical articles - analysing, testing, and purchasing products. 9. - 10 form Information and communication Basic electrical circuits and safety education. Basic course: Soldering. 7. form Impact of automation technology on man, working place and vocation. From hand control to computers 7. - 10 form Interchange of information, development and impacts. From the drum to wireless telephones. 8. - 10. form Blue: Compulsory subject matter
  42. 47. Gerd Hoepken Thank You!

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