Professional military instructor identity in the South African National Defence Force

In 2015, the chief of human resources at the South African National Defence Force (SANDF) ordered the improvement of the instructional quality and military ethos of military instructors. This article, based on a comprehensive study in this regard, reports on the perceptions of a sample of military instructors in the SANDF on the existence of a construct, known as the professional military instructor identity and its effect on military ethos and instructional quality. A qualitative approach was followed, using an interpretivist/constructivist paradigm, involving data collection by means of a focus group discussion and expert interviews and using thematic networks analysis as data analysis method. A conceptual framework for the professional military instructor identity, consisting of sub-identities, influencing factors and identifying indicators, was constructed. Findings suggest that the professional military instructor identity is not recognised as a construct in the SANDF; however, the elements are known, although only vaguely. The findings also support the view that this situation may have affected the current declining military ethos and instructional quality of military instructors. It is concluded that the institutionalisation and popularisation of the professional military instructor identity, as well as professional recognition of military instructors in the SANDF, could improve the current situation

How project-based learning manifests itself in technology education textbooks

Project-based learning (PBL) is the recommended approach for teaching technology in South Africa. The implementation of this approach, however, is problematic since the vast majority of technology teachers are not formally trained in technology education. Consequently, many of these teachers rely on technology textbooks for guidance. Therefore, the purpose of this study was to investigate how PBL is represented in technology textbooks. A set of criteria, identified by Thomas, capturing the uniqueness of PBL, formed the conceptual framework of this study and was used to conduct the content analysis of twelve of the most commonly used textbooks. The study engaged a combination of quantitative and qualitative research to provide insight into how project-based learning is presented, if at all, in these textbooks. It was found that PBL is poorly represented in the sampled textbooks; the criteria that require projects to be central to the curriculum and to involve learners in a constructive investigation seem to be most problematic. The study recommends that teachers involved in teaching technology deepen their understanding of PBL by studying the theory of this approach, since a proper understanding of PBL in schools is crucial to ensure that we do justice to technology education.http://www.journals.co.za/ej/ejour_saarmste.htmlgv201

A philosophical framework for enhancing the understanding of artefacts in the technology classroom

Technology teachers should have a sound understanding and knowledge of artefacts in order to assist learners in the designing, making and evaluating of artefacts. Unfortunately, technology teachers in South African schools seem to have a poor grasp of the complexity of this important part of knowledge that is specific to technology. As a result, many technology teachers are unable to support learners in designing and making artefacts that are functional, aesthetically pleasing and have utility value outside the classroom. This deficiency in their knowledge can, among other things, be attributed to the fact that most technology teachers have not received formal training in technology education. Also, the limited research base and the paucity of subject-based philosophical frameworks in technology education, which could inform classroom pedagogy, exacerbate this situation. Therefore, the purpose of this theoretical essay is to draw on, inter alia, literature from the philosophy of technology to provide an overview of the nature of technical artefacts with a view to creating a framework that will help teachers to understand technical artefacts and be able to teach about them effectively. The framework may be a useful tool for teachers to support learners in designing and making technical artefacts that work properly, are fit-for-purpose, and are well finished. The framework, which provides a structure for designing and developing technical artefacts, may also serve as an instrument to help learners in evaluating existing artefacts, which, in turn, may enhance their understanding of the knowledge that is embedded in artefacts.http://www.tandfonline.com/loi/rmse202017-08-31hb2016Science, Mathematics and Technology Educatio

The technological knowledge used by technology education students in capability tasks

The inception of technology education as a learning area in the South African national curriculum has posed challenges different from those in the other learning areas. Technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally. As a result technology education does not have a large research base or established subject philosophy. This can lead to problems in understanding the nature of technology and other pedagogical problems, such as the fragmentation of curricula in which content is simply parcelled in ‘departments’. One way through which technology can be conceptualized and understood is through technology as knowledge (epistemology). In the absence of an established subject philosophy for technology education, one can draw on frameworks from other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. Educators, however, still need to determine the usefulness of these frameworks to technology education. The purpose of this study therefore, is to investigate the usefulness of an epistemological framework chiefly derived from engineering to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework for this study was derived mainly from Vincenti’s (1990) categories of knowledge and knowledge-generating activities based on his research into historical aeronautic engineering cases. A combination of quantitative and qualitative research was used to provide insight into the categories of knowledge and knowledge-generating activities used by students at the University of Pretoria during capability tasks. This included an analysis of the questionnaire (quantitative data), which was administered to and completed by the students, as well as a content analysis (qualitative data) of the students’ project portfolios. Findings from this study suggest that the conceptual framework chiefly derived from and used by professional engineers is useful in technology education. The findings also suggest that both the categories of technological knowledge and the knowledge generating activities apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge and the knowledge-generating activities presented in the conceptual framework. In order to “operationalise” the conceptual framework, educators must consciously attempt to include items of knowledge from each category of knowledge when conceptualising capability tasks for their learning programmes. The framework can then be used as a matrix to evaluate their learning programmes to ensure that all knowledge items (categories and activities) are addressed in each capability task in the technology learning programmes.Thesis (PhD)--University of Pretoria, 2009.Curriculum Studiesunrestricte

The relationship between science and technology : a technology education perspective

Die aankondiging deur die Suid-Afrikaanse Minister van Basiese Onderwys dat Natuurwetenskappe en Tegnologie voortaan in die Intermediêre Fase gekombineer gaan word, skep verskeie uitdagings wanneer dit kom by die uitvoering van hierdie aankondiging. Die vraag oor wie vir die onderrig van hierdie nuwe gekombineerde vak, Natuurwetenskap en Tegnologie, verantwoordelik gaan wees, is problematies. Uit die nuwe Curriculum and Assessment Policy Statement [Kurrikulum- en Assesseringsbeleidverklaring] (CAPS, Department of Basic Education 2011) wil dit voorkom asof wetenskaponderwysers daarvoor verantwoordelik sal wees om Natuurwetenskap en Tegnologie in die Intermediêre Fase te onderrig. Die meeste wetenskaponderwysers in Suid-Afrika beskik egter oor gebrekkige opleiding in tegnologie-onderwys en het dus nie 'n grondige begrip van die aard van tegnologie of die onderlinge verband met wetenskap nie. Dit kan rampspoedige gevolge vir tegnologieonderwys inhou, want dit kan byvoorbeeld bepaal hoe hierdie vak onderrig en hoe die inhoud geprioritiseer word. Op sy beurt kan dit weer die persepsie ondersteun dat tegnologie 'n vorm van toegepaste wetenskap, dus ondergeskik aan wetenskap is, en uiteindelik sy status as skoolvak teenoor wetenskap verloor. Die doel van hierdie artikel is om 'n oorsig te gee van die literatuur oor die verband tussen wetenskap en tegnologie en om die mite dat tegnologie toegepaste wetenskap is, die nek in te slaan. Daar word gehoop dat hierdie artikel die aandag daarop sal vestig dat tegnologie-onderwys tot 'n derderangse vak afgewater sal word indien die persone wat vir die onderrig daarvan verantwoordelik is nie ten minste deeglik verstaan wat die onderlinge verband tussen wetenskap en tegnologie is nie.The South African Minister of Basic Education's announcement that Natural Sciences and Technology should be combined in the Intermediate Phase can pose various challenges when it comes to the execution stage. The question as to who will be responsible for teaching this new combined subject, called Natural Sciences and Technology, is problematic. The Curriculum and Assessment Policy Statement (CAPS, Department of Basic Education 2011) seems to suggest that Science teachers will be responsible for the teaching of Natural Sciences and Technology in the Intermediate Phase. Most science teachers in South Africa however, have had inadequate training in Technology education and, therefore, do not have a sound understanding of the nature of Technology or its inter-connectedness with Science. This can have disastrous consequences for Technology education. It can, for example, determine how this subject will be taught and how content is prioritised. This in turn, can perpetuate the perception that Technology is a form of applied science and therefore, inferior to Science, which will lead to Technology losing its status as a school subject in relation to Science as a school subject. The purpose of this article is to provide an overview of the literature on the relationship between science and technology and to debunk the myth that technology is applied science. It is hoped that this article will draw attention to the danger of Technology education being diluted to a lesser subject if the persons responsible for the teaching of this combined subject do not at least have a proper understanding of the relationship that exists between science and technology.http://www.satnt.ac.zagv201

Strategies for fostering critical thinking dispositions in the technology classroom

Critical Thinking (CT) consists of two components, namely, skills and dispositions. Although there is a fair amount of literature focusing on CT and the development of CT skills, the literature on CT dispositions and, in particular, strategies to promote the dispositional component of CT is lacking. This means that there is insufficient literature available to guide teachers in their practice regarding the ways in which they could foster CT dispositions. This is particularly problematic for technology teachers as they may not be fully informed on how to use the opportunities offered by the design process, as prescribed by the South African Department of Basic Education. This study thus aimed to investigate and describe how technology teachers use the opportunities presented by the design process to foster CT dispositions. This study engaged in a qualitative research approach and a case study design. Ten purposefully sampled teachers were interviewed, 5 of whom were observed for one design-based lesson. As reported by (Facione in Critical thinking: What it is and why it counts, The California Academic Press, Millbrae, 2011) 7 Dispositions toward CT were used to guide the inquiry. The analysis of the data indicated that the participants used 4 main strategies that acted as a platform for, or led to the use of another 4 supporting strategies. The 4 main strategies are: assessments, questioning, examples, and the classroom environment. The 4 supporting strategies are: discussions, modelling, feedback, and resources. The results and conclusions of this study are not considered as the final answer to the lack of literature, but they provide a starting point for further investigation and development.https://link.springer.com/journal/10798hj2023Science, Mathematics and Technology Educatio

Knowledge and cognitive process dimensions of technology teachers’ lesson objectives

A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or implied by teachers in their lesson plans according to knowledge and cognitive process dimensions. The two-dimensional Taxonomy Table introduced by Krathwohl was adapted for Technology and formed the framework for this study. It was found that most of the directly stated objectives are directed to the lower level of the cognitive process dimension and address mainly factual knowledge, while no activities or lesson components address meta-cognitive knowledge. Some lesson objectives inferred from planned assessment activities placed higher demands on learners’ cognitive domain. A recommendation flowing from the study is that, during pre-service training and in-service teacher support processes, the importance of clear lesson objectives should be emphasised and that assessments planned for such lessons should closely match the lesson objectives. Further research is also needed on the reasons why low cognitive demands are made in the teaching of Technology.http://www.sajournalofeducation.co.zaam201

Professional military instructor identity in the South African National Defence Force

In 2015, the chief of human resources at the South African National Defence Force (SANDF) ordered the improvement of the instructional quality and military ethos of military instructors. This article, based on a comprehensive study in this regard, reports on the perceptions of a sample of military instructors in the SANDF on the existence of a construct, known as the professional military instructor identity and its effect on military ethos and instructional quality. A qualitative approach was followed, using an interpretivist/constructivist paradigm, involving data collection by means of a focus group discussion and expert interviews and using thematic networks analysis as data analysis method. A conceptual framework for the professional military instructor identity, consisting of sub-identities, influencing factors and identifying indicators, was constructed. Findings suggest that the professional military instructor identity is not recognised as a construct in the SANDF; however, the elements are known, although only vaguely. The findings also support the view that this situation may have affected the current declining military ethos and instructional quality of military instructors. It is concluded that the institutionalisation and popularisation of the professional military instructor identity, as well as professional recognition of military instructors in the SANDF, could improve the current situation.https://scientiamilitaria.journals.ac.zaScience, Mathematics and Technology Educatio

The technological knowledge used by technology education students in capability tasks

Since technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally, it does not have an established subject philosophy. In the absence of an established subject philosophy for technology education, one can draw on other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. The purpose of this study is to investigate the usefulness of an epistemological conceptual framework chiefly derived from engineering, to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework was derived mainly from Vincenti’s (What engineers know and how they know it. Johns Hopkins University Press, Baltimore, 1990) categories of knowledge based on his research into historical aeronautic engineering cases. Quantitative research was used to provide insight into the categories of knowledge used by students at the University of Pretoria during capability tasks and included an analysis of a questionnaire administered to these students. Findings suggest that the conceptual framework used here is useful in technology education and that the categories of technological knowledge apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge presented in the conceptual framework

Die verband tussen wetenskap en tegnologie: ‘n Tegnologie-onderwysperspektief

Die aankondiging deur die Suid-Afrikaanse Minister van Basiese Onderwys dat Natuurwetenskappe en Tegnologie voortaan in die Intermediêre Fase gekombineer gaan word, skep verskeie uitdagings wanneer dit kom by die uitvoering van hierdie aankondiging. Die vraag oor wie vir die onderrig van hierdie nuwe gekombineerde vak, Natuurwetenskap en Tegnologie, verantwoordelik gaan wees, is problematies. Uit die nuwe Curriculum and Assessment Policy Statement [Kurrikulum- en Assesseringsbeleidverklaring] (CAPS, Department of Basic Education 2011) wil dit voorkom asof wetenskaponderwysers daarvoor verantwoordelik sal wees om Natuurwetenskap en Tegnologie in die Intermediêre Fase te onderrig. Die meeste wetenskaponderwysers in Suid-Afrika beskik egter oor gebrekkige opleiding in tegnologie-onderwys en het dus nie ‘n grondige begrip van die aard van tegnologie of die onderlinge verband met wetenskap nie. Dit kan rampspoedige gevolge vir tegnologieonderwys inhou, want dit kan byvoorbeeld bepaal hoe hierdie vak onderrig en hoe die inhoud geprioritiseer word. Op sy beurt kan dit weer die persepsie ondersteun dat tegnologie ‘n vorm van toegepaste wetenskap, dus ondergeskik aan wetenskap is, en uiteindelik sy status as skoolvak teenoor wetenskap verloor. Die doel van hierdie artikel is om ‘n oorsig te gee van die literatuur oor die verband tussen wetenskap en tegnologie en om die mite dat tegnologie toegepaste wetenskap is, die nek in te slaan. Daar word gehoop dat hierdie artikel die aandag daarop sal vestig dat tegnologie-onderwys tot ‘n derderangse vak afgewater sal word indien die persone wat vir die onderrig daarvan verantwoordelik is nie ten minste deeglik verstaan wat die onderlinge verband tussen wetenskap en tegnologie is nie.The relationship between science and technology: A technology education perspective. The South African Minister of Basic Education’s announcement that Natural Sciences and Technology should be combined in the Intermediate Phase can pose various challenges when it comes to the execution stage. The question as to who will be responsible for teaching this new combined subject, called Natural Sciences and Technology, is problematic. The Curriculum and Assessment Policy Statement (CAPS, Department of Basic Education 2011) seems to suggest that Science teachers will be responsible for the teaching of Natural Sciences and Technology in the Intermediate Phase. Most science teachers in South Africa however, have had inadequate training in Technology education and, therefore, do not have a sound understanding of the nature of Technology or its inter-connectedness with Science. This can have disastrous consequences for Technology education. It can, for example, determine how this subject will be taught and how content is prioritised. This in turn, can perpetuate the perception that Technology is a form of applied science and therefore, inferior to Science, which will lead to Technology losing its status as a school subject in relation to Science as a school subject. The purpose of this article is to provide an overview of the literature on the relationship between science and technology and to debunk the myth that technology is applied science. It is hoped that this article will draw attention to the danger of Technology education being diluted to a lesser subject if the persons responsible for the teaching of this combined subject do not at least have a proper understanding of the relationship that exists between science and technology.</p