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Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Kungliga Tekniska högskolan (KTH), Sverige .
2015 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, 35-53 p.Article in journal (Refereed) Published
Abstract [en]

This study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement.

Place, publisher, year, edition, pages
2015. Vol. 11, no 1, 35-53 p.
Keyword [en]
Technology education, primary school, learning study, phenomenography
National Category
Research subject
Educational Sciences in Arts and Professions
URN: urn:nbn:se:su:diva-115601OAI: diva2:798469
Available from: 2015-03-26 Created: 2015-03-26 Last updated: 2015-08-04Bibliographically approved
In thesis
1. Konstruktioner som fungerar: En studie av teknikkunnande i de tidiga skolåren
Open this publication in new window or tab >>Konstruktioner som fungerar: En studie av teknikkunnande i de tidiga skolåren
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[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.

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2015
technology education, primary school, Learning study, phenomenography, variation theory, knowledge, knowing
National Category
Research subject
Educational Sciences in Arts and Professions
urn:nbn:se:su:diva-119231 (URN)978-91-7649-211-6 (ISBN)
Public defence
2015-09-18, Reinholdsalen, Juristernas hus, Frescativägen 16, Stockholm, 10:00 (Swedish)

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

Available from: 2015-08-27 Created: 2015-08-03 Last updated: 2015-09-01Bibliographically approved

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