Abstract
The purpose of this study was to examine students' consciousness of acquired abilites in an artifact-making class in technology education. We collected 280 students' description that include their impressions of artifact-making class during 3 years of junior high school. These descriptions were analyzed according to category of technological literacy and key themes, using a text-mining method. As a result, students were conscious mainly of the literacy of "Procedures for technological problem solving" and "Ability to assess finished product." Through quantification analysis (type III) of the category of technological literacy the 2 axes of "application/substance" and "activity and production/society and work" were abstracted. Also, through quantification analysis (type III) of the key theme, the 2 axes of "living/manufacturing" and "acquaintance/activity" were summarized. The relationship of these axes suggests that cognition about applicable ability in artifact-making class has relevance for the attitude that uses learning content in daily life and society.
