This
study sought to explore students’ conceptions of learning and learning outcomes
in Technology Education.  The background variables facilitated a comparison of
the students who had experienced more Learner-Centred or Teacher-Directed Learning Approaches and those who had experienced more Technical or
Textile Work.The results reveal that the learning conceptions of students who had experienced
more Learner-Centred Learning were significantly more positive, with
higher levels of learning outcomes, than those of students who had experienced
more Teacher-Directed Learning. The conceptions of
learning outcomes in the Technical Approach were also more positive than those
in the Textile Approach. The
main development targets reflected the students’ weak conceptions of
Teacher-Directed Learning and different conceptions of either Technical or
Textile Approach learning outcomes. Teacher-Directed
learning orientations should be developed more deeply and united with
the Techno-Scientific phenomena of natural and engineering sciences.

Keywords: Learner-Centred Learning, Teacher-Directed Learning, Technical and
Textile Work Approach, Learning Outcomes