Teacher’s didactical moves in the technology classroom

• © 2017 The Author(s) In the technology classroom, practical problem-solving activities require interaction between teacher and students. To explore these interactions, we use Joint Action Theory of Didactics (JATD). Joint actions occur within a didactical system where teacher, students and content are understood as an undividable whole. Of particular interest is how the teacher interacts with students and the milieu: the objects, processes and concepts needed to solve the problem. We regard this combination of the students and milieu (the student-milieu) as a unit with which the teacher interacts. Creating joint action relies on joint attention, joint affordances and common ground. Moreover, we use the concept didactical moves to describe how the teacher facilitates joint action to create opportunities for students to interact with the milieu. We analyse video-recorded observations of a group of students, aged 14, who are working with a practical problem, building a bridge model. Our results indicate that the teacher’s didactical moves attempt to achieve an integration of students’ procedural and conceptual understanding. However, the teacher overlooks the need to establish common ground related to certain aspects of the milieu, and there are few joint affordances in relation to central concepts among the students. We argue that JATD is appropriate when analysing and reflecting on practical problem solving and teachers’ strategies for handling interactions with the student-milieu.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Conceptual knowledge

Joint action theory of didactics

Practical problem-solving

Procedural knowledge

Technology education

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