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dc.contributor.authorMiddleton, Howarden_US
dc.date.accessioned2017-04-24T08:51:19Z
dc.date.available2017-04-24T08:51:19Z
dc.date.issued2009en_US
dc.date.modified2010-07-14T07:44:10Z
dc.identifier.issn09577572en_US
dc.identifier.doi10.1007/s10798-008-9075-3en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30173
dc.description.abstractThis paper explores the issue of how students might learn about sustainability in technology -education classrooms and the relevance of problem-solving in that learning. One of the emerging issues in technology education research is the nature of problem-solving specified in curriculum documents and the kinds of learning activities undertaken by students in technology education classrooms. In parallel with our developing understanding of the characteristics of good technology education programs is the inclusion in recent curriculum documents of the concept of sustainability or sustainable development. However, as yet there is little information about how technology students think about sustainability and how they might best learn about it. This is of particular interest because in technology education, sustainability is often described in curriculum documents as an issue that is intended to be integrated within design projects and activities, rather than being the topic of a classroom lesson as might happen in a subject such as environmental studies. This paper explores current understanding of the issue generally and within technology education. It concludes that the design, problem-solving approach that is common to technology education classrooms provides many affordances to students engaging meaningfully with ideas of sustainability and of developing strong understandings of its scope and significance.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent70734 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom187en_US
dc.relation.ispartofpageto197en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalInternational Journal of Technology and Design Educationen_US
dc.relation.ispartofvolume19en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130212en_US
dc.titleProblem-solving in technology education as an approach to education for sustainable developmenten_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2009 Springer Netherlands. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. The original publication is available at www.springerlink.comen_AU
gro.date.issued2009
gro.hasfulltextFull Text


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