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Drama as a pedagogical tool in technology education: A study of teachers’ perceptions of drama exercises when teaching ethics in technology
KTH, School of Education and Communication in Engineering Science (ECE).
2017 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Drama som didaktiskt verktyg i teknikundervisningen (Swedish)
Abstract [en]

According to the National Agency of Education in Sweden, ethics should be a part of technology education in compulsory school (Skolverket, 2011), though research shows that technology teachers struggle with how they should teach ethics in technology (Kåreklint, 2007). The National Agency of Education also states that although drama does not have its’ own syllabus in Swedish grade school, it is encouraged that it is integrated in other subjects. The purpose of this study was to inquire how drama can contribute to the teaching of ethics in technology education in secondary schools. This was attempted to be fulfilled by answering the question "

How do teachers view the usage of drama as a pedagogical tool when teaching ethics in technology education?"

The inquiry was answered conducting three semi structured interviews with three different technology teachers from three secondary schools in Sweden. All teachers had previous to the interview received and conducted a lesson plan with their pupils, specifically developed for this study, where ethics in technology could be taught with a drama exercise. The interview was largely based on the teachers’ impression of this lesson.

The result of the study shows that all participating teachers were very positive to the idea of using drama as a tool when teaching ethics in technology education. All teachers expressed that the lesson had gone well and they all answered that they could see themselves use drama as a tool again. The conclusion being that drama could be a viable option for teaching ethics in technology education.

Abstract [sv]

I läroplanen för grundskolan ska tekniketik vara en del av teknikundervisningen (Skolverket, 2011). Dock har forskning visat att lärare i Sverige har svårt att inkorporera detta i sin teknikundervisning (Kåreklint, 2007). I läroplanen för den svenska grundskolan så är drama inget eget ämne, men uppmanas av Skolverket (2016) att integreras i andra ämnen. Syftet med denna studie var att undersöka hur drama kan bidra till undervisningen av tekniketik genom att besvara frågeställningen

"Hur ser lärare på användningen av drama som ett didaktiskt verktyg i teknikundervisningen kring etik?"

Frågeställningen besvarades genom att intervjua tre tekniklärare från tre olika svenska grundskolor. Innan den semi-strukturerade intervjun hölls hade lärarna mottagit och utfört en för denna studie designad lektionsplanering där tekniketik lärdes ut genom en dramaövning. Intervjuerna vilade till största del på den uppfattning lärarna fått kring lektionen i fråga.

Resultatet av studien visade att alla medverkande lärare såg positivt på att använda drama som ett didaktiskt verktyg för att lära ut tekniketik. Samtliga lärare uttryckte att lektionen hade fungerat bra och att de planerade att fortsätta använda dramaövningar i framtiden. Slutsatsen var att dramaövningar kan vara ett alternativ för undervisning av tekniketik.

Place, publisher, year, edition, pages
2017. , 21 p.
Series
TRITA-ECE-EX, 2017:05
National Category
Engineering and Technology Didactics
Identifiers
URN: urn:nbn:se:kth:diva-207940OAI: oai:DiVA.org:kth-207940DiVA: diva2:1103545
Subject / course
Technology and Learning
Educational program
Subject Teacher Education in Technology, Secondary Education
Presentation
2017-05-16, 00:00
Supervisors
Examiners
Available from: 2017-05-30 Created: 2017-05-30 Last updated: 2017-05-30Bibliographically approved

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