Majoring in Technology Studies at High School and Fostering Learning

A framework for helping low-achieving pupils through reinforcement in technology at high school is presented. Social-cognitive theory, concepts of authentic learning, learning by doing and peer learning all underpin the efforts to remove pupils from the vicious circle of low expectations and failures. The primary goal of modern technology studies is to impart pupils with high cognitive and personal competencies, as an alternative to teaching motor-based skills or memorising-based knowledge. This study's subjects were two groups of pupils who learned technology in an Israeli comprehensive high school. In tenth grade, the pupils became acquainted with the LEGO-Logo learning environment, acquired thinking tools from de Bono's CoRT program and worked in groups or individually on original projects. At the same time, they learned theoretical topics such as the physics of static mechanical systems and computerised technical drawing. In the eleventh and twelfth grades, the pupils took advanced courses in mechanical engineering, such as design of machine parts, automation and control systems. Observations in classes, interviews with the pupils and their parents, and findings from pupil questionnaires indicated an improvement in the pupils' self-efficacy and increased motivation to study at the present and in the future. The main features of the program, in the pupils' eyes, were construction activities, team projects and free study. The major ‘outputs’, in the pupils' eyes, were independence, initiative and interest in their studies. This revised version was published online in July 2006 with corrections to the Cover Date.