Helmut-Schmidt-Univ., Habil.-Schr.--Hamburg, 2004. / Literaturverz. S. [324] - 351.

This study on technology in the South African school curriculum investigates the nature and value of this subject as a catalyst in developing Foundation Phase learners’ creative thinking skills Technology as school subject is defined as the use of knowledge, skills and available resources to develop solutions to meet human needs and wants, taking social and environmental factors into account. Central to this subject, is the design process of investigating, designing, making, evaluating and communicating solutions to problems identified in the environment. The notion and nature of creativity as researched by respected psychologists and researchers over the last few decades, with particular reference to Matlin’s theory of problem-solving and creativity, provides a theoretical underpinning with the aim of linking the problem-solving nature of technology with creative thinking. A qualitative case study research project, comprising a sample of six Foundation Phase learners at an independent school, has been conducted. Key characteristics of qualitative educational research such as sensitivity, precision, verification, empiricism, natural setting, inductive data analysis, validity and reliability and triangulation, have been taken into consideration. This study highlights the potential of technology as a school subject that provides learners with the opportunity to solve problems in creative ways and use authentic contexts rooted in real life situations. In addition, learners are afforded the opportunity to work collaboratively with others and engage in meaningful activities in the indoor and outdoor environment. Technology as a school subject in the Foundation Phase catalyzes learners’ creative thinking and problem-solving skills and provides a solid foundation for preparing young citizens for the demands and challenges of the 21st century. / Curriculum and Instructional Studies / D. Ed. (Didactics)

This study on technology in the South African school curriculum investigates the nature and value of this subject as a catalyst in developing Foundation Phase learners’ creative thinking skills Technology as school subject is defined as the use of knowledge, skills and available resources to develop solutions to meet human needs and wants, taking social and environmental factors into account. Central to this subject, is the design process of investigating, designing, making, evaluating and communicating solutions to problems identified in the environment. The notion and nature of creativity as researched by respected psychologists and researchers over the last few decades, with particular reference to Matlin’s theory of problem-solving and creativity, provides a theoretical underpinning with the aim of linking the problem-solving nature of technology with creative thinking. A qualitative case study research project, comprising a sample of six Foundation Phase learners at an independent school, has been conducted. Key characteristics of qualitative educational research such as sensitivity, precision, verification, empiricism, natural setting, inductive data analysis, validity and reliability and triangulation, have been taken into consideration. This study highlights the potential of technology as a school subject that provides learners with the opportunity to solve problems in creative ways and use authentic contexts rooted in real life situations. In addition, learners are afforded the opportunity to work collaboratively with others and engage in meaningful activities in the indoor and outdoor environment. Technology as a school subject in the Foundation Phase catalyzes learners’ creative thinking and problem-solving skills and provides a solid foundation for preparing young citizens for the demands and challenges of the 21st century. / Curriculum and Instructional Studies / D. Ed. (Didactics)