| Summary: | 博士 === 國立臺灣師範大學 === 科技應用與人力資源發展學系 === 98 === This study has focused on Technological literacy education in Universities/Colleges of Technology, research can be divided into four stages. First, we drew out the content of depth interview after going through a bibliographic survey. Second, we went on depth interviews with experts and made a draft of the Delphi Techniques uestionnaire.After that started the third stage, the first-time questionnaire survey of the Delphi Techniques. We carried out the Delphi Techniques questionnaire survey for three times in order to filter out the important themes. These themes were arranged into a draft of questionnaire for teachers and students in technology universities/colleges.
With all the data of the bibliographic survey, the interviews, the Delphi Techniques questionnaires, and the questionnaire survey of teachers and students, we made one-samples T Test, independent-samples T Test,one-way ANOVA statistical analysis and got several conclusions, which, as we’ve hoped, could offer some suggestions to promoting technology cultivation education in technological universities /colleges.
According to the result of the study:
Beliefs and values on the Technological literacy education: excepting the coincidence of the experts’ opinions, there are differences between teachers (with variables of genders and teaching subjects) and there are no differences students.
Theoretical basics on the Technological literacy education: as for those scholastic experts, science and technology help human beings to develop systematic knowledge and orders, to solve problems, to develop their latent abilities, to create new life values, and to pass on technological cultures.
Goals on the Technological literacy education: as for those scholastic experts, goals of technology education are to embrace technological merits in our daily life, to obtain a balance between technological development and ecological cares, and to pass on technological cultures. Goals of curriculum are to expand our views of technology, to build technology ethics, and to set up rules of technological applications.
Content curriculum on the Technological literacy education: excepting the coincidence of the experts’ opinions, there are no differences teachers and students with variables of majors. According to our statistical data, the most emphatic content curriculums are: Technology and Life, Technology and Environment, Technology and Humanities, Technological Ethics and Values, Technological Applications and Morals, etc.
This study of the result, Conclusions in promoting technology literacy curriculums: (1) school supports; (2)To enhance teacher education; (3)To assist designs of teaching materials and equipment plans; (4)Fitting teaching hours; (5) Technology cultivation curriculums, regarded as distinctive, should be promoted with priority; (6) Technology cultivation curriculums should be alternative, coping with student’s needs; (7) Contents of technology cultivation curriculums should cope with the needs of modern social life.
According to the result of this study,if the problems mentioned above were solved,on Technological literacy education in Universities/Colleges of Technology will have a more properous future.
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