Implications of Kilpatrick's Project Method in Technology Education

Abstract

The purpose of this study is to explore issues related to the traditional project method and Kilpatrick's project method in technology education, and to derive educational implications for Kilpatrick's project method to be newly applied in the field of technology education. First, Kilpatrick defined the concept of a project too broadly, which caused confusion as a teaching method in technolgy education, but provided an opportunity for general use in technolgy activity classes. Second, it has traditionally been a method to bring about a shift from teacher-centered activities to student-centered activities in technolgy education. Third, the role of teachers in technolgy education has been transformed into advisors and facilitators rather than supervisors or trainers. In order to motivate learners and promote activities, the project method contributed to the opportunity to change the role of the teacher as a guide. Fourth, by applying the project method in technolgy education, it brought about a change that emphasized creativity and technology application of learners in their own initiative, away from imitating technical works. Fifth, by introducing Kilpatrick's project method, it allowed integrated project activities to break away from the traditional strict separation of theory and practice in technolgy education. Finally, Kilpatrick's project method suggested that the ambiguous project execution stage in traditional technolgy education could be carried out more specifically.