Learners’ Conceptions of Techno-Risk Tolerance
Article:
Kallio, M. & Metsärinne, M. (2016). Learners’ Conceptions of Techno-Risk Tolerance. In M. J. de Vries, A, B-H & G. van Dijk (eds.) PATT-32 Proceedings Technology Education for 21st Century Skills. https://www.iteea.org/File.aspx?id=39504&v=76e4030.
Abstract:
The research task was to explore learners’ conceptions of risk in Technology Education (TE) using the Techno-Risk Tolerance Questionnaire (T-RTQ). As zero risk is impossible to achieve some risk must be tolerated. Knowledge and understanding of technological production activities and sciences are needed in defining a tolerable level of risk. The teacher has a responsibility to guide learners in avoiding harmful risks while encouraging them to take beneficial risks. Success in production activities encourages learners towards new challenges while the risk of failing is set into right proportion. Innovative production activities include taking ingenious risks when exploring the limits and potential of the individual as well as the surrounding environment.
The conceptions of learners were assessed using the T-RTQ. The participants (n = 102) were 9th grade pupils of TE in compulsory education schools in Southern and Western Finland. The analysis took place in two phases. First, the internal consistency of the T-RTQ was tested and secondly, the results were compared to a previous survey n = 120 (subsample of 393 total). The fit indexes showed good fit between the model and the data. Techno-Risk Tolerance was measurable with the T-RTQ. Techno-Risk can be increasingly hidden in embedded systems and networks so pupils require more education in risk awareness in their technological activities. Further research should be carried out on both beneficial and harmful risks in order to avoid over-emphasizing harmful risks. The key ideology of the late 20th century Safety Education was achieving zero risk but Safety Education of the 21st century should be aimed to educate to prepare for uncertainty of Techno-Risk.
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