• Priya Raman

Technology education has long tried to establish itself as an equal partner in general education and has failed to obtain recognized for the value of its teaching. Frequently technology educators claim the success of their programs based on anecdotal data collected from their classroom experiences on how their teaching techniques empower kids to learn. Although technology education began without any significant input from cognitive science research, it seems that technology education teaching techniques are strikingly consistent with discoveries from cognitive science that characterize effective training. Specifically, there is significant concordance between how teaching in technology education and cognitively based instructional paradigms such as collaborative learning, socially dispersed knowledge, design/engineering, and project-based instruction may be linked. The importance of the cognitive research results on teaching may influence a long over-due theoretical foundation of instruction in technology education. The paucity of research on learning and teaching in technology education may be ascribed to a lack of theoretical foundation in this relatively young area. This article analyzes four cognitively based models of teaching and discusses the connections between research in the cognitive sciences on learning and instruction in technology education. The consonance between the research suggestions from the cognitive sciences and practice in technology education teaching may help to generate discussion on the theoretical underpinning of a new area of study.

Cognitive Science, Instructional Theory, Technology Education.

"The Grounding of a Discipline: Cognition and Instruction in Technology Education", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 8, page no.500-504, August-2018, Available :http://www.jetir.org/papers/JETIRFR06101.pdf

"The Grounding of a Discipline: Cognition and Instruction in Technology Education", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 8, page no. pp500-504, August-2018, Available at : http://www.jetir.org/papers/JETIRFR06101.pdf