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Värdet av iterativa designprocesser i teknikundervisning i grundskolan
Uppsala University, Disciplinary Domain of Science and Technology, Technology, Department of Engineering Sciences.
2015 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This thesis aims to test whether students learn more technology, and become more interested in technology, by designing in iterative processes versus linear ones. The thesis has been conducted as a five-week field study, in which technology teachers have been provided with a teacher’s manual, lesson plans and teaching material especially adapted to a school project with iterative design as working method. Students and teachers have evaluated the

project afterwards through an online survey. In total, seven teachers and approximately 300 students have participated in the field study.

The thesis’ results can be summarized in the following conclusions;

Students learn more, and become more interested in technology, if the education is conducted as team assignments in which the students use iterative design

There is a difference between how much boys and girls perceive having learned from the iterative way of designing. Boys, to a higher degree than girls, think that they learn more from iterative design than from linear.

There are also interesting results worth discussing further;

The study suggests that it is important for students’ learning that the teacher is having fun teaching. There are no differences between boys and girls or different ages regarding how much fun the students had designing iteratively. 

Place, publisher, year, edition, pages
, TVE, 15 068
Keyword [en]
strawbees, iterative design, technology, making
Keyword [sv]
strawbees, iterativ design, teknikdidaktik, teknik, didaktik, making
National Category
Engineering and Technology
URN: urn:nbn:se:uu:diva-266973ISRN: TVE 15068 NovemberOAI: diva2:874398
Educational program
Freestanding course
2015-11-26, 11:00 (Swedish)
Available from: 2015-11-27 Created: 2015-11-16 Last updated: 2015-11-27Bibliographically approved

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