2017_06_01_15 - PegasJournal
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2017_06_01_15
Issues > Issue n1 2017 > section1_2017
HOW MUCH “TECHNICS” IS THERE IN ELEMENTARY TECHNICAL EDUCATION?
[ILE „TECHNIKI” JEST W EDUKACJI TECHNICZNEJ W NAUCZANIU POCZĄTKOWYM?]
Marcin Musioł
doi: 10.18355/PG.2017.6.1.15
Abstract
Contemporary man is on all sides surrounded by technical creations. Devoid of them, he would probably survive not too long. Therefore, in order to use them rationally and harmlessly, a man should be properly qualified and have a suitably high level of technical culture. These shall be acquired within technical education executed on different levels of schooling. This obvious argument is however crushing into educational reality. The long-standing treatment of technical education as a “garbage can” of educational content and focusing on manual works during technical education classes, has led to a situation, that technical education is now perceived from the aspect of “making of a birdfeeder”. In the opinions of not just parents alone, but also the teachers, it holds a status of a course of little significance. This is to some extent also visible in frequently amended core curricula. If we add lack of technical laboratories adjusted to children of primary school age and low technical competencies of primary education teachers, the condition of technical education in grades 1-3 is not reflected in positive colours.
Key words
technics, technical education, primary education, core curriculum content.
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