In this study we investigate how 11 Swedish technology teachers perceive model functions in technology education. The main reason for investigating model functions in technology is an identified lack of knowledge about, and research studies into, a conscious use of models when teaching technology, even though models are part of technology education in many countries. In order to answer the research question of how technology teachers perceive model functions in technology education, we have used directed content analysis where Nia and de Vries (J Technol Des Educ 27:627–653, 2017) model functions constituted a framework. The teachers connect model functions to two teaching contexts: Design process and Explain and facilitate understanding of technological solutions. Model functions are understood as parts of the design process which relate to technology/engineering knowledge, a prescriptive way of understanding models. Models are also used to explain and clarify specific technological situations or functions when teaching technology closely related to a scientific, descriptive way of using models. Five of Nia and de Vries model functions are identified in this empirical study. This strengthens the importance of addressing model functions in technological education.

In this study, we aim to investigate activities using models in a design project in three technology classrooms. Activities that use models are important for students’ development of knowledge and skills connected to the design process. Nevertheless, few empirical studies have thus far examined how models and modelling are used in a classroom environment when students and teachers are involved in a design project. In order to meet our aim, we video-recorded eight lessons from three different technology classrooms (students aged 13–15), where the students were involved in diferent problem-solving activities using models and modelling. The three projects had diferent specifcations, and the students’ degrees of freedom thereby varied. The video recordings were analysed using a qualitative content analysis. The analysis resulted in seven activities being identifed where the teachers and students talked about models and modelling in order to solve the problem. The results also revealed three diferent dimensions of models: material, structure and function. These dimensions are present in almost all activities that use models. In a project with a high degree of freedom, all three dimensions of models are present. On the contrary, in a project with a lower freedom, only one of the dimensions is present, resulting in a lower degree of complexity for the students. The study emphasizes that the presumptions and openness of a design project in technology education can provide diferent possibilities for students learning in relation to models and modelling.

This study aims to investigate affordances of models and modelling in design projects in technology education. To learn more about affordances when working with models and modelling, four Swedish technology teachers were interviewed using a narrative approach. Despite a small number of informants data were rich, containing detailed descriptions of sequences where students used models and modelling in ways not planned by the teachers. By using a qualitative, generic inductive approach, the narrative interviews revealed seven different affordances of models and modelling in the projects: Seeing different solutions; Finding possibilities and limitations in solutions; Representing an idea, structure or function; Communicating solutions with drawings; Making problems and solutions visible; Trial and error and learning from mistakes and finally Taking inspirations from each other’s solutions. Some conclusions and implications of the study are that when the students can see and use a wide variety of materials when modelling, they are more creative in finding solutions to design problems. The use of conceptual design in schools, leading to students performing trial and error using models to solve problems, might also be connected to the importance of a variety of materials. In the study, teachers describe how their students used models, trying different solutions, representing ideas, and trying, failing and trying again. All these modelling activities are important parts of a design process and might prove that the doing itself is a process of reflection.

This study investigates, and further develops, a framework for analyzing technological knowledge emanating from school design projects; a framework that has the potential to be used as a tool for teachers when choosing and planning design projects. The study also intends to answer the research question: What technological knowledge, associated to physical models, emanates from design projects common in Swedish secondary schools. To answer the research question, the framework is used to analyze three design projects common in Swedish secondary schools. The design projects were video-recorded during actual classroom work by using a self-following robot camera. The projects involved three teachers and 70 students in grades 7, 8 and 9. Deductive content analysis of the video-recordings revealed that technological knowledge from four categories–Technical skills, Technological scientific knowledge, Socio-ethical technical understanding and Engineering capabilities–within the framework emanated from the three projects. A new category of technological knowledge was also found, namely Technological research capabilities. This fifth category is related to the capability to search for, and interpret, information about solutions when doing a design. An implication of the conducted study is that design projects are important to enable development of technological knowledge in the school subject technology. However, considering the amount of time a design project requires, there is only room for a few projects in secondary school. Therefore, technology teachers have to carefully choose and combine projects to educate technological literate citizens as well as prepare students for studies and future careers within engineering and technology.