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What technology content and values emerge in the teaching of climate change?
KTH, School of Industrial Engineering and Management (ITM), Learning. (Teknikdidaktik)ORCID iD: 0000-0003-4918-1298
2018 (English)In: 2018 PATT36 International Conference Research and Practice in Technology Education: Perspectives om Human Capacity and Developmnet / [ed] Niall Seery, Jeffrey Buckley, Donal Canty and Joseph Phelan, Ireland, 2018, p. 40-46, article id ISBN 978-1-5272-2507-7Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Today, many people live with climate anxiety, and both politicians and companies emphasize how important sustainable strategies and activities are for developing a society with less impact on climate change. Within education, it is central to implement themes dealing with such issues as well. As a technology teacher, one will be expected to have knowledge and ideas about teaching the climate issue, and to be prepared to manage climate anxiety among students. With the aim of supporting teachers, a group of climate researchers, professional teachers, and pedagogues from a science centre, have cooperated in developing a Climate Kit, including an instruction sequence, and teaching materials. This climate kit will be used in primary and secondary schools during 2018. When the kit will be (1) developed, (2) tested and (3) implemented to teachers within a course and (4) used in classrooms, a research study will be accomplished as well. Empirical data in this present study emerge from observations of (1) workshops with the actors when the kit is created and (2) tested in classroom as well. The observations will thereafter be analysed using a discursive perspective partly with aim to identify what knowledge content in relation to climate change that is highlighted in the technology teaching, and partly with a discourse analytical perspective focusing on the values and steering strategies within the teaching practice. The research question: What content, values, and strategies concerning technology and climate change emerge as important? The aim of the study is to investigate teaching content and teaching approaches within technology education, focusing on climate change, with an overall aim to analyse and describe technology education for social and environmental change. This paper presents the results emerging from analyses of empirical data, see above, from workshops and test of the climate kit. Both the collecting of empirical data and the analyses was completed during March 2018.

Place, publisher, year, edition, pages
Ireland, 2018. p. 40-46, article id ISBN 978-1-5272-2507-7
Keywords [en]
technology education, climate change, discourse analysis
National Category
Didactics
Research subject
Technology and Learning
Identifiers
URN: urn:nbn:se:kth:diva-231270ISBN: 978-1-5272-2507-7 (print)OAI: oai:DiVA.org:kth-231270DiVA, id: diva2:1223413
Conference
PATT36
Note

QC 20180625

Available from: 2018-06-25 Created: 2018-06-25 Last updated: 2018-06-25Bibliographically approved

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fulltext(226 kB)25 downloads
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