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How teachers value skills and content in Technology teaching in Swedishcompulsory school – a “climate” change
Linköpings universitet.
KTH, School of Industrial Engineering and Management (ITM), Learning. (Technology and science education)ORCID iD: 0000-0003-4918-1298
2019 (English)In: PATT 37 Developing a knowledge economythroughtechnology and engineering education / [ed] Sarah Pulé and Marc J. de Vries, eds, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the Swedish curricula, Technology is described in terms of five skills and core content divided into three areas. In this paper, we interpret and define the three areas of core content, founded on different scientific base areas (SBA): (1) Engineering science, (2) Developing and making and (3) Human, society and environment.The SBA-model is based on the Swedish Technology curriculum and is constructed with inspiration from previous research in natural science education (Östman, 1995); with relation to the philosophy of technology knowledge (e.g., Ropohl, 1997) and to technology education; in curriculum emphasis (Klasander, 2010), in different views of technology among students (DiGironimo, 2011).Technology has developed from being a vocational subject to a broader, complex and comprehensive subject. Evaluations show that teachers in Sweden have difficulties in interpreting the content of the whole subject and its skills. During the autumn and winter 2018-2019, CETIS developed a material for inspiration of teachers, which shows the width of the subject including skills, content and time consumption. In the present study, we showed the material to about 130 teachers. We asked them to discuss it in groups and to fill in a form. In the form, they were asked to value the five skills of technology, based on how important they rate the skills in comparison to each other. They could also express their opinions of the material. We analysed their values of the skills and their opinions about content in relation to SBA. The result shows that the teachers focus on SBA 2 Developing and making and SBA 3 Human, society and environment when they teach Technology. Compared to previous studies, the focus in teaching is transferred towards social and environmental aspects

Place, publisher, year, edition, pages
2019.
Keywords [en]
technology teachers, technology education, subject content, technology knowledge, skills in technolo
National Category
Didactics
Identifiers
URN: urn:nbn:se:kth:diva-257856ISBN: 9789995714796 (print)OAI: oai:DiVA.org:kth-257856DiVA, id: diva2:1348892
Conference
PATT 37, Msida, Malta June 2019
Note

QC 20190916

Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-16Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
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Language
  • de-DE
  • en-GB
  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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