caa a22 4500 445844442 CHVBK 20180317145354.0 cr unu---uuuuu 170323e20110801xx s 000 0 eng 10.1007/s10798-010-9120-x doi (NATIONALLICENCE)springer-10.1007/s10798-010-9120-x Rauscher Willem Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, South Africa aut The technological knowledge used by technology education students in capability tasks [Elektronische Daten] [Willem Rauscher] 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. Springer Science+Business Media B.V., 2010 Technological knowledge nationallicence Categories of technological knowledge nationallicence Technology education nationallicence Epistemology nationallicence International Journal of Technology and Design Education Springer Netherlands 21/3(2011-08-01), 291-305 0957-7572 21:3<291 2011 21 10798 https://doi.org/10.1007/s10798-010-9120-x text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10798-010-9120-x text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Rauscher Willem Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, South Africa aut NATIONALLICENCE 773 0- International Journal of Technology and Design Education Springer Netherlands 21/3(2011-08-01), 291-305 0957-7572 21:3<291 2011 21 10798 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer