This book brings together significant international research in
technology education through a focus on contemporary Ph.D. theses.
It highlights the conceptual underpinnings and methodology of each
research project and elaborates on how the findings are relevant
for practitioners. This book addresses the common disjunction
between research conducted and an awareness of that research by
practitioners. It examines the extent to which the research aligns
with different justifications for teaching technology in schools in
economic, utilitarian, democratic, cultural, and other such
contexts.
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