2020 Volume 62 Issue 3 Pages 229-237
The purpose of this study was to establish a framework for evaluating students' abilities of problem identification and task setting in technology education with a focus on the content “C. Energy Conversion Technology." For this purpose, we compared characters of problem identifying and task setting among 43 awardwinning works of “JSTE Energy Utilization Technology Contest" in 2015–2017 and 76 second-grade students in public junior high school. As a result, it was suggested that the viewpoints of evaluation, such as “Types of Problem," “Extent of Problem," and “Assumed User," were available for the framework of evaluation of students' abilities of problem identifying. Additionally, regarding abilities of task setting, it was shown that seven viewpoints of evaluation, such as “Concreteness of purpose," “Inquiring Purpose," “Innovative ideas," and “Preparation of action," had the possibility to be available for a framework of evaluation.
