Abstract
The emergence of a technologically based society has placed serious challenges upon the
education sector to produce highly skilled and innovative individuals (Mullar, 1992:18;
Mosbacher, 1991; as quoted by Potgieter, 1994:12; Paul, 1994:3). In response the education
sector has shifted from a content focussed rote learning approach to one which emphasises the
development of higher order thinking processes such as critical, analytic and evaluative thinking.
The introduction of Technology Education into the schooling curriculum is viewed as an
innovation toward the development of more thinking frameworks.
Achieving the required thinking outcomes in Technology Education demands a different role for
teachers. Teachers are expected to act as facilitators of the learning process and are required to
make a shift from the traditional notion of the teacher as the authority imparting the knowledge
and learners as passive recipients of such knowledge. This places serious challenges upon the
teaching community who have been informed by a curriculum framework characterised by
authoritarian and rote approaches to learning and teaching.
While it is clear that innovative policy and curriculum have been developed to improved learning
and teaching, little is known about the implementation of such policy. In the case of Technology
Education, little is known about the relationship between teacher facilitation and the
development and promotion of critical thinking in South African schools.
The research study is aimed at investigating what opportunities in teacher facilitation can be
associated with the possible promotion and development of thinking in Technology Education
classrooms.
A case study using a qualitative approach was selected to conduct the research. Data were
collected through fieldnotes, transcripts from video and tape recordings as well as instructional
materials. These were translated and transcribed as necessary. The data was then categorised
according to Kerlingers (1986) method. The data were discussed within the framework of two
themes: facilitation of resource and capability tasks. A range of main and sub-categories were
discussed within these themes and findings and recommendations were put forward.