Examining the gaps between teaching and learning in the technology curriculum within Taiwan’s 9-year articulated curriculum reform from the perspective of curriculum implementation

Kuen Yi Lin, Liang Te Chang, Fu Hsing Tsai, Chia Pin Kao

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Curriculum reform has frequently focused on the curriculum-development stage, overlooking considerations regarding curriculum implementation, which has led to reform failure. In this study, consideration was placed primarily on the curriculum implementation stage. The gaps between teachers’ and students’ perceptions of content, learning activities, and teaching methods in Taiwan’s technology curriculum were analyzed. Based on the results of the questionnaires, the major results are as follows. (1) Both teachers and students perceive a gap between education reform policy and curriculum implementation in the technology curriculum within Taiwan’s 9-year articulated technology curriculum. (2) When implementing the ideas of the curriculum reform plan, technology teachers continued to encounter practical problems with the curriculum content, learning activities, and teaching methods. (3) In terms of suggestions for future curriculum development, science and living technology can be regarded as separate areas of learning.

Original languageEnglish
Pages (from-to)363-385
Number of pages23
JournalInternational Journal of Technology and Design Education
Volume25
Issue number3
DOIs
Publication statusPublished - 2015 Aug 1

Fingerprint

Curricula
Teaching
curriculum
reform
learning
curriculum development
teaching method
teacher
teaching content
reform policy
Students
student
questionnaire
Education
science
education

Keywords

  • 9-Year articulated curriculum
  • Importance–performance analysis
  • Junior high school
  • Taiwan
  • Technology education

ASJC Scopus subject areas

  • Education
  • Engineering(all)

Cite this

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