Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Technological literacy is a competency that is widely espoused both locally and
internationally (UNESCO, 1984; TAAP, 1991). Technological literacy has been
described as a multi-dimensional construct consisting of a knowledge, skills and an
affective component. This study investigated learner performance in the cognitive
domain. Intact classes of Foundation (Grade 3), Intermediate (Grade 6) and Senior
phase (Grade 9) learners from 12 Western Cape schools participated in a standardised
paper-and-pencil assessment, the Pupil's Understanding of Technology (PUT) test.
The study attempted to measure the effect of two variables - geographic location and
gender, on learner knowledge and understanding of technology. The main substantive
findings to emerge are firstly that geographic location is significantly related to
performance in specific content areas of technology. Secondly, gender appears to be
less significant in determining learner knowledge of technology on most questions.
Furthermore, the level of knowledge of technology appears to correspond with phase
or developmental level, thus supporting the conception of technological knowledge as a
subset of general achievement.
In addition, this study describes various methodological limitations pertaining to the
PUT format and content. The main methodological limitations to an assessment of
learner knowledge and understanding of technology using the PUT instrument relates
to the nature of technological knowledge, and the understanding that technological
literacy is a complex, multi-dimensional and activity-based subject. The study further
highlights the need for an interrogation of the monolithic categories of 'geographic
location' and 'socio-economic' category. / AFRIKAANSE OPSOMMING: Tegnologiese geletterdheid is 'n vaardigheid wat beide nasionaal en internasionaal
voorgestaan word (UNESCO, 1984; TAAP, 1991). Tegnologiese geletterheid is al
beskryf as 'n multi-dimensionele konstruk wat bestaan uit 'n kennis, vaardigheid en
emosionele komponent. Die studie ondersoek die leerder se prestasie in die
kognitiewe gebied. Volledige groepe van Grondslag (Graad 3), Intermediêre (Graad 6)
en Senior fase (Graad 9) leerders van 12 skole in die Wes-Kaap het deelgeneem aan
'n gestandardiseerde pen-en-papier evaluering, die Leerling se Begrip van Tegnologie
(Pupil's Understanding of Technology - PUT) toets.
Die studie poog om die eftek van twee veranderlikes, geografiese ligging en geslag, op
die leerder se kennis en begrip van tegnologie te meet. Die belangrikste substantiewe
bevindinge is eerstens dat geografiese ligging beduidend korreleer met prestasie in
spesifieke inhoudelike areas van tegnologie. Tweedens blyk dit dat geslag 'n minder
belangrike invloed toon in die bepaling van die leerder se kennis van tegnologie in die
meeste vrae. Verder blyk dit dat die vlak van kennis van tegnologie ooreenstem met
die fase of ontwikkelingsvlak. Dit ondersteun die konsepsie van tegnologiese kennis
as 'n onderafdeling van algemene prestasie.
Hierdie studie beskryf ook verder die verskeie metodologiese beperkinge wat
betrekking het op die PUT uitleg en inhoud. Die belangrikste metodologiese
beperkinge vir die evaluering van leerderkennis en begrip van tegnologie met die PUT
verwys na die aard van tegnologiese kennis, en die opvatting dat tegnologiese
geletterdheid 'n komplekse, multi-dimensionele en aktiwiteitsgebaseerde onderwerp is.
Dit blyk ook verder uit die studie dat daar 'n behoefte is aan 'n ondersoek na die
monolitiese kategorieë van 'geografiese ligging' en 'sosio-ekonomiese' afdeling.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52930 |
| Date | 3 1900 |
| Creators | Goldstone, Margo |
| Contributors | Mouton, J., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Sociology and Social Anthropology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 171 p. : ill. |
| Rights | Stellenbosch University |
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