Technological and Inclusive Education

Considering Students’ Needs towards Technological Learning in Primary Schools

Abstract

Research on technological education in interdisciplinary science and social studies (Sachunterricht) in German primary schools emphasizes that children are generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology education in interdisciplinary science and social studies is quite underrepresented in practice as well as in research and teacher training. Taking into account the UN-CRPD claims for an inclusive educational system and thus also the right to equally participate in a free society, participation in society through participation in technological development is a fundamental common goal of technological and inclusive education and part of widely recognized technological literacy. It is therefore not well understood how teaching and learning arrangements can consider and satisfy the needs of all different students. The research project the present paper is part of tries to unveil the appearance of student’s basic needs in relation to technological education for all children. This initial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs in interdisciplinary science studies in primary education to allow for a well-reasoned sample choice for subsequent interviews. Quantitative results point towards some revisions regarding the instrument used and several implications on the diversity of students´ needs in science and social studies. Future research is needed with larger samples for factor-analysis.