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Exploring technical knowledge in the primary technology classroom
KTH Royal Institute of Technology, Sweden.
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
2016 (Engelska)Ingår i: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 3Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.

Ort, förlag, år, upplaga, sidor
2016. Vol. 3
Nyckelord [en]
Technology education, Primary school, Technical knowledge, Technical content, Construction, Technical solutions
Nationell ämneskategori
Didaktik
Forskningsämne
utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
Identifikatorer
URN: urn:nbn:se:su:diva-136687DOI: 10.15663/ajte.v3i1.23OAI: oai:DiVA.org:su-136687DiVA, id: diva2:1055916
Tillgänglig från: 2016-12-13 Skapad: 2016-12-13 Senast uppdaterad: 2017-11-29Bibliografiskt granskad
Ingår i avhandling
1. Konstruktioner som fungerar: En studie av teknikkunnande i de tidiga skolåren
Öppna denna publikation i ny flik eller fönster >>Konstruktioner som fungerar: En studie av teknikkunnande i de tidiga skolåren
2015 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Alternativ titel[en]
Constructions in function : A study of technical knowing in primary technology education
Abstract [en]

The aim of this thesis is to explore the meaning of technical knowing in primary technology education. This is done by identifying and describing ways of knowing in relation to specific content (so-called objects of learning) of the school subject of technology. The purpose is to contribute to the body of teachers’ professional knowledge concerning primary technology education. In this thesis, the subject of technology is seen as representing technical knowledge traditions, characterized by specific ways of developing knowledge. Moreover, the knowledge is to a great extent embedded in actions. This perspective on technical knowing challenges the traditional distinction between theoretical and practical knowledge.  

Data were generated through two Learning studies conducted in primary schools.  Learning study is a classroom-based, interventionistic research approach, in which teachers collaborate with a researcher, focusing on specific objects of learning, that is, on what the students are supposed to learn. In the studies, the capability to evaluate the fitness for purpose of technical solutions, and to construct a linkage mechanism allowing for transferring and transforming movement were examined. Students’ actions were video-recorded in order to document verbal and physical expressions of knowing.

The data were analysed using phenomenographic analysis, resulting in descriptions of specific ways of knowing in terms of complexity, as well as critical aspects to discern in order to develop the knowing. The findings from the first study describe knowing in terms of discerning functions related to different types of users, as well as aspects of the construction in order to realize functions. The second study identified technical knowing as a specified analysis of the construction in terms of location and separation of joints in relation to different functions. These findings were then used to identify technical knowing in video material generated within another teaching context. The results suggest that knowledge concerning knowing of specific objects of learning related to the evaluation and construction of technical solutions is partly generalizable. In addition, the specified knowledge concerning the meaning of the object of learning generated during the Learning study process was described. This knowledge is suggested to be an important knowledge product of Learning studies.

Ort, förlag, år, upplaga, sidor
Stockholm: Stockholm University, 2015
Nyckelord
technology education, primary school, Learning study, phenomenography, variation theory, knowledge, knowing
Nationell ämneskategori
Didaktik
Forskningsämne
utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
Identifikatorer
urn:nbn:se:su:diva-119231 (URN)978-91-7649-211-6 (ISBN)
Disputation
2015-09-18, Reinholdsalen, Juristernas hus, Frescativägen 16, Stockholm, 10:00 (Svenska)
Opponent
Handledare
Anmärkning

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Submitted.

Tillgänglig från: 2015-08-27 Skapad: 2015-08-03 Senast uppdaterad: 2017-01-05Bibliografiskt granskad

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Andrée, Maria
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