Abstract
M.Ed.
This research focuses on the social components of learning and interaction as observed in a week long curriculum -in-action. This intervention at an urban girls school had as its focus the Technological Process, which is the educational nucleus of Technology Education. The Technological Process is seen as consisting of social and mechanical or design components. The social aspects are characterised by group dynamics, communication, conflict resolution, thinking, decision making and management skills which include personal knowledge and knowledge of others. These are seen as being of importance to the success of any group in the technological era. The development of these social components seems to be lacking in schools. This is evidenced by the great need for personal development courses in the working environment. This study details an Interdisciplinary-Integrated curriculum for Technology Education whereby both aspects of the Technological Process are practised by pupils. This research concentrates on the social development and learning achieved by pupils during the intervention.
The aim of this study was to examine and document the social components of the
Technological Process that characterise an Interdisciplinary-Integrated curriculum week. A
variety of data collection methods were employed during the week. Information from three
data collection methods, namely, teachers observations and comments, a daily questionnaire and an 'end of the week' questionnaire were analysed. Observations by the teacher-researcher were used to supplement the findings. The encoding of the data revealed six categories: the development of personal knowledge, knowledge of peers, development of self-esteem and motivation, cooperative learning, real-world problem solving opportunities and communication and conflict resolution techniques.
An analysis and interpretation of these categories provided much information about the social components of the Technological Process within an Interdisciplinary-Integrated curriculum week. Pupils revealed. that the intervention enabled a deeper learning of themselves and an understanding of others to take place which impacted on the cooperative learning situations. This knowledge helped pupils gain some understanding of the complexities of social interactions involved in team work.