COMPARATIVE ANALYSIS OF THE CURRICULA OF THE “TECHNOLOGY” COURSE IN SECONDARY EDUCATION (2014–2023) IN GREECE: THE 7TH GRADE (1st YEAR OF GYMNASIUM) AS A FIELD OF TRANSITION FROM TECHNOLOGICAL FAMILIARITY TO INTERDISCIPLINARY AND STEAM-ORIENTED LEARNING

Stefanos Leontopoulos, Irene Skenderidou, Prodromos Skenderidis, Vasileios Chatzitheodorou

Abstract


This study comparatively examines two institutionalized Curricula for the Technology course in Gymnasium (grades 7-9), the older Curriculum of 2014 and the newer Curriculum of 2023, with an exclusive focus on the 7th grade (1st year of Gymnasium in the Greek educational system). The analysis focuses on the philosophy, objectives, content structure, teaching approaches and assessment practices, highlighting the pedagogical and epistemological shifts over time that occur in the teaching of the Technology course. The findings demonstrate a clear transition from an introductory and mainly individual-centered model to a modern, interdisciplinary and student-centered framework, which incorporates STEAM education, computational thinking and mechanical design. The 7th grade (1st year of Gymnasium in the Greek educational system) emerges as a critical pillar for the formation of technological literacy and the development of 21st-century skills.

Keywords


technology, 7th Grade, gymnasium, curriculum, STEAM, computational thinking, mechanical design, formative assessment

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DOI: http://dx.doi.org/10.46827/ejes.v13i8.6841

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