Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students’ technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students’ TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school.

中文翻译：

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跨学科教育方法对学生技术素养的影响

技术进步、全球化和人口变化带来了加剧经济和社会不平等的变革。教育的结构转型可以支持经济增长和可持续性，还可以与科学、技术、工程和数学以及社会科学领域的共同行动相关联，以减轻这些大趋势对不平等的影响。本研究探讨了技术概念化的跨学科教育方法的影响。选取了 242 名初中学生作为样本，并通过前测和后测研究设计来确定技术教师使用的两级跨学科教育方法是否影响学生技术素养 (TL) 的发展。任务设计包括几个现实生活中的技术背景和概念，其中需要其他学科的知识来解决问题、创造新知识和获得更高层次的技能，同时培养对可持续技术的积极态度。方差的双向分析表明跨学科教育对学生 TL 发展的几个显着影响。这些发现为了解作为初中课程设计和跨学科技术教育实施基础的 TL 习得的性质提供了宝贵的见解。方差的双向分析表明跨学科教育对学生 TL 发展的几个显着影响。这些发现为了解作为初中课程设计和跨学科技术教育实施基础的 TL 习得的性质提供了宝贵的见解。方差的双向分析表明跨学科教育对学生 TL 发展的几个显着影响。这些发现为了解作为初中课程设计和跨学科技术教育实施基础的 TL 习得的性质提供了宝贵的见解。