Abstract
This study aimed to understand the current status of elementary technology education and the content and composition of relevant standards in the United States by analyzing the standards related to elementary technology education in each state. To this end, the study selected technology education standards from 50 states, and the final analysis was conducted on the standards of 4 states. The results are as follows: First, 20 of the 50 states had standards related to elementary technology education, but only four states presented independent standards. Second, the composition of content areas varied widely, with several structures similar to Korea's structures, others being theme-centered, and some taking a human-figure approach. Third, in terms of standard composition, American standards included all elementary school grades, with the number of standards increasing as the grade level increased. Various learning priorities and performance indicators were included within a single standard. Based on the results, the following conclusions can be drawn: First, it is necessary to establish separate elementary technology education standards from the national-level curriculum. Second, there is a need to develop achievement standards or standards for elementary technology education integrated with other subjects. Third, consideration should be given to identifying what achievement criteria or standards should remain unchanged.
Published Version
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