Objectives and instructional content for a pre-vocational and pre-professional course in industrial arts electronics
The purpose of this investigation was to ascertain objectives and instructional content for a pre-vocational and pre-professional course in industrial arts electronics which would fulfill tho needs revealed by examination of the material gathered in this study. Courses of study, research studies, and training programs offered in electronics were investigated to determine what was being dime in the field of training pro-vocational and pre-professional students for careers in the field of electronics. Representatives of education and the electronics industry in and around the Chicago, Illinois area were interviewed as a means of obtaining first-hand information about areas of high school preparation needed by vocational electronics students and electrical engineering majors. Twelve representatives of industry and eight educators were asked to make known their beliefs with regard to the relative importance of the various high school subject areas and potential high school electronics subject matter. Educators rated high school subject areas in the following order of importance as training for potential electrical engineering majors: (l) mathematics, (2) science, (3) English, (4) industrial arts, (5) social studies, and (6) a foreign language. Educators' recommendations concerning the order of importance of these subject arena in a program for electronics technicians were the same except that they believed the minimum high school math and science requirements could be lowered to two years. The relative importance of units of electronics subject matter was also estimated. Seventy-one per cent of the educators rated basic radio as most important and home wiring as least important. The importance of skills and concepts was stated with the stipulation that standards for teaching such as those used in engineering schools be employed. The twelve representatives of industry felt that training or experience was a necessity for each job applicant. Seventy-five per cent of the industrialists interviewed said that the high school course background was an important part of a job applicant’s background. Fifty par cent of the representatives thought that a high school electronics background was significant qualification for employment. Mathematics, electronics, science, general industrial arts, and English were subject areas rated in the importance of the order stated. Seventy-five per cent of the representatives stated that skills in the use of hand tools and the ability to use test equipment were the most important mechanical skills for applicants to possess. Objectives and instructional content were derived from an examination of materials gathered during this study. Objectives and instructional content were written to incorporate such recommendations as giving transistor theory more emphasis, placing more stress on the use of hand tools and the ability to read radio symbols and schematic drawings, and greater inclusion of mathematics and science in the course content. It was recommended that industrial arts electronics be taught with greater emphasis on its vocational guidance role.