By Marc J. De Vries (auth.), Marc J. de Vries (eds.)
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My interpretation differs even from Pannabecker’s and Edgerton’s. In this chapter the perspectives are used as conceptual tools for analysing strengths and weaknesses of histories of technology education in the above three areas. Thus, the internalist perspective signifies a more narrow focus on what could be considered as internal factors and actors in technology education. These include the technical knowledge base that is to be taught and the actors/stakeholders directly associated with this, namely the teachers, without connection to context outside the school.