On insights into teaching and learning technological systems

• The aim of the ETSC project is to explore how pupils, aged 11 - 13, learn about technological systems, with a further goal of offering insights useful for designing good teaching. This is a complicated tak as there is only is little previous research, no jointly agreed definition of the object of the pupils’ learning or how it should be taught exists, and the research on learning situations where learners work in teams with a high degree of agency is methodologically not well developed. Inspired by phenomenography and variation theory, we have collected data from lessons in technological systems. To analyse this learning we have developed a framework, where the four positions on which it is based together offer insights in the pupils’ learning, valuable for teaching. •A core position is technology itself, as it is the object of the pupils’ learning. •A classic phenomenographic analysis reveals how the pupils experience technological systems. •The teaching emphasis three dimensions of variation in understanding technological systems (Svensson, 2011). We investigate to what extent these dimensions are mirrored in the pupils’ learning. •The phenomenographic distinction on deep and surface learning offers a way to express how the pupils approach their learning. In our presentation, we will exemplify how these positions, taken together, can offer insights in the pupils’ perspective on technological systems.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

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

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

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

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

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

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