Children’s education in the spirit of technical thinking as an expression of the cluster social responsibility
Abstract
RESEARCH OBJECTIVE: The article focus on characteristics of the cluster socially responsible approach to the shaping of children technical thinking within the framework of extracurricular technical education.
RESEARCH PROBLEM AND METHODS: In the research process traditional methodology of scientific literature review, desk research and case study method were used. During the qualitative research, the case study method allowed for an in-depth exploration of the selected research problem, and then for its comprehensive characterisation. The Polish scientific literature lacks publications and a broader discussion on extracurricular technical education in Polish clusters explaining the essence, mechanisms and conditions of educational initiatives and programs emerging in the entrepreneurial and innovative environment of clusters.
PROCESS OF ARGUMENTATION: The own research, whose effects were included in the article, focused on the analysis of extracurricular technical education of children in the cluster. Reference to the children’s technical education as an indication of the cluster social responsibility is an important phenomenon, as new challenges and opportunities emerge with the involvement of cluster community in the contemporary education process.
RESEARCH RESULTS: A typical research and analyses show that clusters more or less technologically advanced as learning organisations and based on a three-sector partnership provide excellent conditions for efficient children technical education. On the one hand, their unique socially useful activity is conducive to the continuous dissemination and socialisation of science, including the transfer of knowledge, and on the other hand, it enriches the pedagogical issues resulting from the inclusion of children in areas previously reserved for the academic community.
CONCLUSIONS AND RECOMENDATIONS: The issues discussed in the article require further research and analysis. It is justified to take into account broader sociological, psychological and axiological considerations on the nature of contemporary challenges for cluster management in inclusive improvement of technical education, taking into dynamically changing labour market.
References
Autio, O. i Hansen, R. (2002). Defining and measuring technical thinking: Students’ technical abilities in Finnish comprehensive schools. Journal of Technology Education 14(1), 5-19.
Drejer, F. (2010). Wychowanie do techniki dzieci w młodszym wieku szkolnym. Jelenia Góra: Ko- legium Karkonoskie w Jeleniej Górze.
Dyrenfruth, M.J. (1990). Technological literacy: Characteristics and competencies, revealed and detailed. W: H. Szydlowski i R. Stryjski (red.), Technology and school. Report of the PATT Conference (s. 26-50). Zielona Góra: Pedagogical University Press.
Franus, E. (2000). Wielkie funkcje technicznego intelektu. Struktura uzdolnień technicznych. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
Gadomska-Lila, K. i Wasilewicz, J. (2016). Zrównoważony rozwój i społeczna odpowiedzialność z perspektywy biznesowej. Studia i Prace Wydziału Nauk Ekonomicznych i Zarządzania Uniwersytetu Szczecińskiego 46(1), 299-309.
Hansen, R. (2008). The roots of technical learning and thinking: Situating TLT in schools. Journal of Technology Education 20(1), 5-15.
http://www.dolinalotnicza.pl (dostęp: 8.03.2021).
https://dolina-wiedzy.pl/dut (dostęp: 8.03.2021).
https://dolina-wiedzy.pl/fundacja (dostęp: 8.03.2021).
https://pwrze.com (dostęp: 8.03.2021).
Kraszewski, K. (2001). Podstawy edukacji ogólnotechnicznej uczniów w młodszym wieku szkolnym.Kraków: Wydawnictwo Naukowe Akademii Pedagogicznej.
Kuziev, N.M. (2019). Structural features of technical thinking. European Journal of Research and Reflection in Educational Sciences 7(2), 56-59.
Layton, D. (1994). A school subject in the making? The search for fundamentals. W: D. Layton (red.),Innovations in science and technology education (t. 5, s. 11-28). Paris: Unesco Publishing.
Leśniewska, G. (2014). Nowe trendy w edukacji. Studia i Prace Wydziału Nauk Ekonomicznych i Zarządzania Uniwersytetu Szczecińskiego 37(3), 95-105.
Morańska, D. (2019). Znaczenie uniwersytetów dziecięcych w kształtowaniu kompetencji cyfrowych dzieci. Dydaktyka Informatyki 14, 69-79.
Odo, J.U., Okafor, W.C., Odo, A.L, Ejikeugwu, L.N. i Ugwuoke, C.N. (2017). Technical education – the key to sustainable technological development. Universal Journal of Educational Research 5(11), 1878-1884.
Pardej, K. (2017). Wyobraźnia jako komponent myślenia technicznego. Szkoła – Zawód – Praca 14(19), 221-239.
Piotrowski, M. (2014). Standardy zarządzania klastrem. Warszawa: PARP.
Skiba, M. (2015). Zajęcia techniczne w edukacji wczesnoszkolnej. Edukacja Elementarna 37(3), 87-103.
Stasiłowicz, G. i Gajewska, H. (1980). Struktura i kształtowanie umiejętności technicznych. Zeszyty Naukowe Wyższej Szkoły Pedagogicznej w Bydgoszczy. Studia Techniczne 7, 22-30.
Śniadkowski, M. i Maj, A. (2015). Conditions for the development of technical thinking in the learning process. Advances in Science and Technology Research Journal 9(25), 34-40.
Umborg, J. i Uukkivi, A. (2020). Continuity in the development of technical thinking. W: F. Soares,
A.P. Lopes, K. Brown i A. Uukkivi (red.), Developing technology mediation in learning environ- ments (s. 96-116). Harrisburg: IGI Global Publisher of Timely Knowledge.
Wileczek, A., Lewicka-Kalka, E. i Ziółkowski, P. (2017). Uniwersytet (dla) dzieci. Wokół teorii i praktyki. Zagadnienia Naukoznawstwa 3(213), 343-361.
Ziółkowski, P. (2016). Uniwersytet dla dzieci. Uniwersytet dziecięcy jako przykład innowacji pedagogicznej na rzecz rozwoju twórczości i kreatywności dziecięcej. Bydgoszcz: Wydawnictwo Uczelniane Wyższej Szkoły Gospodarki w Bydgoszczy.
Copyright (c) 2021 HORIZONS OF EDUCATION
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a CC BY-NC-ND licence that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are asked to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). We advise to use any of the following reserach society portals:
