General goals of industrial arts: career emphasis and industrial-technological emphasis¶

Theory · All theories
Evidence · no claims cited

Description¶

Chapter III presents two inter-related types of general goals for the entire K-12 industrial arts program. Career emphasis goals address awareness and exploration of aptitudes and interests in terms of potential for future careers, including understanding the role of the worker and developing traits that help students obtain and maintain employment. Industrial-technological emphasis goals address development of knowledge, skills, and attitudes relating to industry and its supporting technologies, including proficiency with tools and machines, problem-solving and creative thinking abilities, and consumer knowledge. These general goals provide the framework for subgoals at each of the three operational levels.

Design Implications¶

Context¶

Requirements¶

• Operational level goals and course objectives selected at each level must be consistent with these general goals

Constraints¶

Target Learners¶

• K-12 industrial arts students

Target Learning Objectives¶

• Career decision-making ability, understanding of industrialization and industrial technology, proficiency with tools and processes, problem-solving and creative thinking, consumer knowledge

Claims¶

Related Theories¶

• Career cluster concept for organizing industrial arts study
• Industrial technology as the content base for industrial arts

Examples¶

• Deliver career education through industrial arts so all experiences prepare students for economic independence and the dignity of work

Key Sources¶

• The Iowa Guide for Curriculum Improvement in Industrial Arts, K-12. A Study of Industrial Technology. (1975). Iowa State Dept. of Public Instruction. https://eric.ed.gov/?id=ED113517