Abstract
This paper reviews the electrical and mechanical content of the junior high school industrial arts and homemaking course by comparison with the science and technology curriculums of 1958. These two curriculums formed a large part of the relational content between the various science and technology sections. The emphasis on technology in the industrial arts and homemaking course was much criticized by those involved in science education, as it was hoped that the industrial arts and homemaking course would form part of a balanced science and technology curriculum. In the revision of the science curriculum in 1969, the science course was carefully redefined to reduce the education content and as a result, the science and technology curriculums produced some gaps. Therefore, by reducing the gaps in the industrial arts and homemaking course, it is suggested that the re-evaluation of the course helped to establish a more systematic education of science and technology.
