Kalemişi Dergisi
Cilt 8, Sayı 17  Kış 2020  (ISSN: 2148-046X, E-ISSN: )

NO Makale Adı

Design is a concept which has first emerged to meet the needs of human beings and in the course of time evolved as a medium in order to satisfy the tastes of people and as a means of competing in political and social areas. In the notion of design, there is continuity, renovation and transformation. Technology, on the other hand, can be defined as producing the equipment, objects or devices necessary for meeting the needs of people including the knowledge, technique and skills to produce them. Tasks having been done with the development of science and technical transformations can all be regarded as technology. Technology and Design is like two parts of a whole because whatever it is to be designed turns into a product, an object or an image thanks to the technology. In order to attain a technological product, object or image design is required. Therefore, these two concepts appear to coexist in practice as well. In order to be beneficial for people, these two areas should be included in the process of education and training. When the practices over the world is taken into the account, it is termed as Technology Education in the USA and Design and Technology Education in England. Yet, in recent years, design has been the focus of technology in the USA. The approach of STEAM education can be regarded as an example to this. As for the Turkish Educational System, Technology and Design course has been one that combines both areas in secondary education. In Turkish Educational System, the syllabus of the Technology and Design course in the level of secondary education was updated in 2018. This updated program is constructed according to the learning areas of “The Process of Design and Display”, “Constructed Environment and Product”, “The Needs and Innovation” and “Design and Technological Solution”. The learning areas and the units have been structured following a hierarchical order. The objectives in the syllabus have been prepared taking the cognitive, affective and psychomotor features of the students into account. The learning areas in the syllabus is constructed in a way comprising the concepts of technology and design, their principles, building steps, the place in the real life, the relationships with the other areas. Although the learning areas are the same in the seventh and eighth grades, the objectives and the units are different in each one. The objectives in both the seventh and the eighth grades are prepared in a spiral and comprising way. In the syllabus of the technology and design course, students completing the seventh grade are supposed to learn the essentials of technology and design and evaluate the products of technology and design in their surroundings from a critical point of view. As for the students graduating from the eighth grade, they are expected to reach a more comprehensive learning level so as to come up with creative solutions for the problems they encounter in their daily lives. For instance; while in the unit of “Computer Aided Design” students are expected to prepare two-dimensional designs in the seventh grade, they are expected to prepare three-dimensional designs in the eighth grade. In both grades, the principle of going from simple to the complex is adopted. It can be claimed that the realization of the updated Syllabus of Technology and Design Course depends on factors like the understanding of the technology and design teachers of the syllabus, whether they find it sufficient and practical or the syllabus is comprehensive in terms of the general and specific objectives of the course etc. From this point of view, current study is conducted out of the need to investigate the views of technology and design teachers about the updated syllabus. Suggestions were developed based on the data obtained in this study, in which the questionnaire was used, one of the quantitative research methods.

Keywords: Technology and design, education, teacher, syllabus, course