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Integration of academic and occupational curricula in science and technology education
Author(s) -
Gaskell P. James,
Hepburn Gary
Publication year - 1997
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199707)81:4<469::aid-sce6>3.0.co;2-a
Subject(s) - curriculum , science education , science, technology, society and environment education , engineering ethics , philosophy of science , subject matter , higher education , subject (documents) , postsecondary education , sociology , pedagogy , mathematics education , political science , medical education , psychology , engineering , epistemology , medicine , computer science , library science , philosophy , law
Abstract This article analyzes a current example of the integration of academic and occupational curriculum in science and technology education in light of issues developed in two historical failures. The issues discussed are the differential status of academic and applied science, the importance of support from groups such as industry and postsecondary institutions, the lack of consensus over the intended clientele and purpose of the program, and the role of subject matter communities. In terms of Dewey's distinction between an education for occupations and an education through occupations, none of the three cases reviewed was directed at providing specific workplace skills for students. Possibilities for providing a broader education in science through occupations may be improved with changing economic contexts. © 1997 John Wiley & Sons, Inc. Sci Ed 81: 469‐481, 1997.