ABSTRACT

Purpose

This study wants to identify how teachers perceive technology and engineering as distinct entities and develop a framework of NOTE.

Design and methods

To develop the NOTE framework, this study conducted interviews with eight secondary school teachers, comprising four technology and four science teachers. To examine how the teachers perceive technology and engineering and distinguish them, transcriptions of the interviews were analyzed using phenomenography.

Results

The results show that all research participants appeared to distinguish technology and engineering in some ways, but with varying degrees. In addition, their perceptions expressed through the interviews were categorized into 11 elements in three domains of the NOTE. The teachers’ perceptions also appeared to be influenced by language. As many Korean words are based on Chinese characters, teachers often understood the terms through the meanings of the Chinese characters. Teachers were confused between the Korean terms and their corresponding English terms because what the terms connote are different in each language.

Conclusion

This study provides useful information concerning NOTE by analyzing how teachers perceive technology and engineering, which could be helpful in teaching STEM based on NOTE.

中文翻译：

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韩国科学技术教师所感知的技术与工程的本质 (NOTE)

摘要

目的

本研究想要确定教师如何将技术和工程视为不同的实体，并开发一个 NOTE 框架。

设计与方法

为了开发 NOTE 框架，本研究采访了八名中学教师，其中包括四名技术教师和四名科学教师。为了检查教师如何看待技术和工程并区分它们，使用现象学分析了访谈记录。

结果

结果表明，所有研究参与者似乎都在某些方面区分技术和工程，但程度不同。此外，他们通过访谈表达的看法被归类为 NOTE 三个领域的 11 个要素。教师的看法似乎也受到语言的影响。由于许多韩语单词都是以汉字为基础的，因此教师经常通过汉字的含义来理解这些术语。老师们对韩语术语和相应的英语术语感到困惑，因为这些术语在每种语言中的含义不同。

结论

本研究通过分析教师如何看待技术和工程，提供了有关 NOTE 的有用信息，这可能有助于基于 NOTE 的 STEM 教学。