Perceived physics concepts needed to teach secondary technology education as general education

The identification of and inclusion of relevant physics concepts in the pre-service secondary technology education teacher program is essential if teachers are to successfully teach secondary technology education as general education.This study involved the completion of a three round modified DELPHI procedure to (a) identify relevant physics concepts, (b) the perceived importance of each concept, (c) the level of cognitive behavior needed to teach each concept, and (d) the worth of physics knowledge when used to teach secondary technology education as general education. The DELPHI panel initially consisted of six technology educators; six physics educators; six science technology, and society educators, and six new liberal arts educators who were nominated by their peers. Seventeen individuals completed all three DELPHI rounds.The data indicate that there are 15 enabling physics concepts that teachers should be able to apply, five organizing physics concepts that teachers should comprehend, and five esoteric physics concepts that teachers should be aware of. The data revealed that the worth of physics knowledge was for (a) application of physics and technology, (b) enhancing education, (c) empowering awareness of physics or technology, and (d) empowering individual awareness, assessment, and comprehension of the social implications of technology.The author concluded that the 26 identified physics concepts should be included in the physics component of the pre-service and in-service secondary technology education teacher programs and that teachers should master each concept at the recommended level of cognitive behavior. Second, the worth of physics knowledge as identified should be included and discussed in the pre-service and in-service teacher education programs.U of I OnlyETDs are only available to UIUC Users without author permissio