SwePub
Sök i SwePub databas

  Utökad sökning

Träfflista för sökning "L773:0957 7572 OR L773:1573 1804 "

Sökning: L773:0957 7572 OR L773:1573 1804

  • Resultat 1-50 av 95
Sortera/gruppera träfflistan
   
NumreringReferensOmslagsbildHitta
1.
  • Anderhag, Per, 1971-, et al. (författare)
  • What strategies do students use when they are programming a robot to follow a curved line?
  • 2024
  • Ingår i: International journal of technology and design education. - 0957-7572 .- 1573-1804. ; 34:2, s. 691-710
  • Tidskriftsartikel (refereegranskat)abstract
    • During a relatively short period of time, programming has been implemented in the national curriculum of the compulsory school in Sweden. Since 2018, programming is a new content in the technology subject and the research field has discussed some of the challenges teachers and students, who generally have little experiences of programming, face when programming is introduced in teaching. In this study, we have explored what strategies lower secondary school students (ages 13–15) use when they are programming a robot to follow a curved line in technology education class. Data consists of screen recorded films when students are pair programming a robot. Student talks were transcribed verbatim and analysed using Practical Epistemological Analysis. The analysis revealed three different strategies that the students used when programming the robot: (1) sensor—follow the line, searching for a code that automatically would make the robot to follow the route, (2) sensor—wheels, using codes to create a feedback system between sensor and wheels, and (3) rotations—degrees–wheels, using the position of the robot to stepwise fine tune the movement of the wheels. In line with previous research, the students in our study spent much time discussing, testing, and debugging their code, and our findings contribute by showing how these discussions were aligned with the strategy used. Depending on the strategy, students actively looked for and tested codes affecting different aspects of the sensor-wheel system, such as for example sensor input, power, rotations or turning. Implications for teaching is discussed.
  •  
2.
  • Axell, Cecilia, et al. (författare)
  • Representations of technology in the “Technical Stories” for children of Otto Witt, early 20th century Swedish technology educator
  • 2013
  • Ingår i: International journal of technology and design education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; 23:4, s. 817-834
  • Tidskriftsartikel (refereegranskat)abstract
    • Children's fiction in school libraries have played and still play a role in mediating representations of technology and attitudes towards technology to schoolchildren. In early 20th century Sweden, elementary education, including textbooks and literature that were used in teaching, accounted for the main mediation of technological knowledge to schoolchildren. An investigation of children's literature for schools is therefore important in order to understand what was considered worth knowing about technology at the time. The aim of this article is therefore to analyse the representations of technology and attitudes towards technology that were mediated through two children's fiction books in Swedish elementary school libraries in the 1910s. We have limited the analysis of empirical material to the books Technical Stories for Young and Old (Tekniska sagor for stora och smAyen, 1914) and Technical Stories of the War for Young and Old (Krigets tekniska sagor for stora och smAyen, 1915) by the Swedish inventor, author and technology educator Otto Witt. Gauging Witt's influence on the schoolchildren and educators of his time is very difficult, but in this first English-language article on his "technical stories" one can conclude that he was in many ways unique and probably fairly well-read in the schools of early 20th century Sweden and onward. He was also a particularly perceptive forerunner of today's technology and science educators in his use of anthropomorphism as an educational tool.
  •  
3.
  • Axell, Cecilia, 1965-, et al. (författare)
  • Technology in children's picture books as an agent for reinforcing or challenging traditional gender stereotypes
  • 2021
  • Ingår i: International journal of technology and design education. - Switzerland : Springer. - 0957-7572 .- 1573-1804. ; 31, s. 27-39
  • Tidskriftsartikel (refereegranskat)abstract
    • Technology is a field with strong connections to the female/male dichotomy. Children start to stereotype everyday life regarding this dichotomy as early as the age of two. The preschool, through its activities—among them reading aloud from picture books—is an arena where societal norms can be either preserved or challenged. Books about different artefacts, e.g. cars, airplanes and boats, often serve as an introduction for children about the human application of technology and may influence how they identify and categorise the technology they encounter in everyday life. The aim of this study was to investigate the technological content in a selection of picture books from a gender perspective. Since preschools in Sweden often use books from libraries in their daily activities, the empirical material was derived from the library sections Facts for youngsters and Technology for youngsters, aimed at children aged 1–3 and 3–6. A thematic analysis was used to discover the dominant themes within the books. The results show that there is a focus on how separate artefacts function but no detailed explanation of how these artefacts are connected or what kind of implications they have in a societal context. There also seems to be an emphasis on traditionally masculine coded technology. 
  •  
4.
  • Axell, Cecilia, 1965-, et al. (författare)
  • You give a little bit more love to animals than to robots
  • 2023
  • Ingår i: International journal of technology and design education. - : SPRINGER. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • Although digital technology is an important part of young peoples lives, previous research implies that they have a limited understanding of what programming is and its connection to the digital devices they encounter every day. In order to create conditions for meaningful teaching in and about programming in technology education, more knowledge about younger students pre-understanding and experiences is needed. In the light of this, the aim of this case study was to explore young pupils descriptions of the concept programming, in connection with being introduced to programming as a teaching content in technology education. The study is based on semi-structured interviews with 16 children in year 1 (7-year-olds) in a primary school in Sweden. In their descriptions of programming as an activity, the pupils mainly used technological descriptions-a theory of artificial mind perspective. However, when they talked about the objects with which they associated programming, psychological descriptions-a theory of mind perspective-were more clearly present. Then, a less pronounced distinction between humans and machines was made. Anthropomorphic references were used, such as when the pupils referenced childrens culture such as movies and television programs. However, the term programming was difficult for many of the pupils to grasp. They also had difficulty in finding a function for programming, as well as explanations and arguments for why they learn programming in school. The results of this study indicate that these 7-year-old pupils perceive programming as something complex. This at the same time as they describe how programmed and programmed artefacts (including AI devices) are highly present in their everyday lives, in their leisure environments, and in school. This mirrors how technology has become an intelligent and active agent, rather than a mere tool in their lives-an aspect that teachers may forget to take advantage of.
  •  
5.
  • Bartholomew, Scott, et al. (författare)
  • Identifying design values across countries through adaptive comparative judgment
  • 2020
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 30:2, s. 321-347
  • Tidskriftsartikel (refereegranskat)abstract
    • Adaptive comparative judgment (ACJ) has proven to be a valid, reliable, and feasible method for assessing student performance in open-ended design scenarios. In addition to the use of ACJ for purely assessment and evaluation, research has demonstrated an opportunity to identify the design values of judges involved with the ACJ process. The potential for ACJ, as a tool for understanding cultural design values, and potentially facilitating international collaboration, is intriguing. Therefore, this study established three panels of judges, from countries around the world, to assess one body of student work using the ACJ method. The similarities, differences, and findings from these assessment results were analyzed, revealing distinct design values, preferences, and differences for each group of judges from the different locations.
  •  
6.
  • Bertoni, Alessandro, 1985- (författare)
  • Introducing value driven design in engineering education : teaching the use of value models in preliminary design
  • 2020
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 30:3, s. 531-552
  • Tidskriftsartikel (refereegranskat)abstract
    • Methods and approaches for teaching engineering disciplines are evolving to adapt to the needs of companies and society. Engineering Design is one of the areas most influenced by such changes and constantly striving to develop more effective and efficient strategies to prepare the soon-to-be engineers to face the challenges of a real working environment. This paper presents an approach used to teach the use of value models for concept trade-off in the preliminary design phase, in line with the industrial challenges highlighted by the literature on Value Driven Design. The approach is based on realistic design sessions assigning to master students a value assessment challenge. The paper describes the rationale of the approach, its set-up, and a validation activity run to compare the performances of the students with those of industrial practitioners. The results of the study show that the students taking part in the design sessions can produce results that do not statistically differ from those of industrial practitioners. Moreover, the students’ self-reflection on the achievement of the intended learning outcomes show a high satisfaction toward the achievement of the educational objectives.
  •  
7.
  • Bjursten, Eva-Lena, et al. (författare)
  • Computer programming in primary schools : Swedish Technology Teachers’ pedagogical strategies
  • 2022
  • Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4–6 (10–12-year-old pupils). Studies of teaching show the importance of teachers’ knowledge of content and pedagogy and how these two parts affect each other (i.e. pedagogical content knowledge [PCK]). Most teachers in Sweden have little or no formal education in computer programming, the revised Swedish curriculum requires them to teach it. The aim of this study is to explore the pedagogical strategies teachers use when they teach computer programming. Semi-structured interviews were conducted with 14 participants, comprising 12 teachers and 2 teacher trainers. The data were analysed deductively with themes from previous research. The results show that teachers use eight pedagogical strategies, including three new strategies that have been constructed inductively: do-it-yourself, gamification and progression. These eight pedagogical strategies are mostly general, and teachers may be considered regressed experts, as they lack formal training in computer programming. They facilitate learning in a general sense, but, compared to other subjects, their PCK in computer programming is problematized. In-service teacher training is needed to increase content knowledge, thus enabling to develop PCK in computer programming. It would also be fruitful to deepen our knowledge regarding pedagogical strategies in the PCK domain of computer programming. 
  •  
8.
  • Bjursten, Eva-Lena, et al. (författare)
  • Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education
  • 2023
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media B.V.. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system. 
  •  
9.
  • Bjurulf, Veronica, 1970- (författare)
  • Reasons for choosing a technically oriented education : An interview study within the fields of pipefitting and industry
  • 2012
  • Ingår i: International journal of technology and design education. - New York, NY 10013 : Springer. - 0957-7572 .- 1573-1804. ; 22:3, s. 377-397
  • Tidskriftsartikel (refereegranskat)abstract
    • The article examines how professionals within technical businesses describe their ways into their trade and why they have remained. Semi-structured interviews, analyzed by analysis of narratives, have been conducted with six informants within pipefitting and industrial work aiming to understand how technically oriented professions can attract young potentials into the field. The results from the study are thus a contribution within the field of vocational education, in order to understand why youths should consider to study the Energy Programme or the Industry Programme at upper secondary school. The results show that factors that influence people to start working within technically oriented trades are:to use your hands to screw things together,to get an income andif relatives work in the branch.Based on the study it is not obvious to young people what they want to do when they have graduated. But the study also shows that even though the choice of careers is not obvious from the beginning people who chose the field of pipefitting or industry remain for many years.This implies that programmes for recruitment could use the advantages shown in this study for arguments to increase the amount of students who chose the technically oriented educations. The reasons for staying in the professions are:variation and freedom,creativity and influence andyou get to work with your hands.This significant content within the technically oriented trades contribute with specific arguments for promotion of the plumbing and industrial work in particular and also for the technical trades and technical education in general.
  •  
10.
  • Björkholm, Eva (författare)
  • Exploring the capability of evaluating technical solutions : a collaborative study into the primary technology classroom
  • 2014
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 24:1, s. 1-18
  • Tidskriftsartikel (refereegranskat)abstract
    • Within the field of technology education, evaluating technical solutions is considered as an important topic. Research indicates that pupils have difficulties in evaluating technical solutions in terms of fitness for purpose, i.e. how effective a technical solution supports its intended function. By using the learning study, which is an iterative and collaborative research approach, the study explores the capability to evaluate technical solutions in terms of fitness for purpose, what it takes to know it and how to best enhance its learning in the primary technology classroom. Audio and video recorded interviews, teachers' meetings and lessons are the base data for the study. A contribution of the study is the understanding of this specific knowing, and what is critical for learning and thus to an improvement of technology teaching practice.
  •  
11.
  • Boström, Johan, et al. (författare)
  • Rethinking construction in preschool : discerning didactic strategies in Swedish preschool activities
  • 2022
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 32, s. 2039-2061
  • Tidskriftsartikel (refereegranskat)abstract
    • Even though construction tasks have a long history as an activity in the Swedish preschool, technology as a content matter (e.g., construction) is relatively new. Hence, preschool teachers are generally unsure of the content of technology and how to handle it from a teaching perspective. Thus, there is need for deeper understanding of how construction tasks in preschool can be enacted and what kind of premises are offered to the children. To investigate this, we took our stance in activity theory and the concepts of mediating artifacts, rules and division of labour. This helped us discern what type of instructional practices that were enacted by preschool teachers when working with construction tasks. Activity theory in combination with thematic analysis helped us distinguish four general didactic actions that the teachers used to bring about the construction task-to engage, to guide, to coordinate, to show. These four strategies were then formulated into specific technology didactic actions through the perspectives of technology as product, process and concepts.
  •  
12.
  • Boström, Johan, et al. (författare)
  • Who counts? : Legitimate solutions in construction activities in preschool
  • 2023
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 33, s. 1309-1344
  • Tidskriftsartikel (refereegranskat)abstract
    • As has been pointed out in previous research, teacher-led learning plays an important role in developing preschool children's technological skills and technological self-esteem. What is missing in research are more detailed analysis of how the children's and teachers' actions and interactions shape the learning process. In order to study this within the field of construction, an action research project was conducted, where construction activities were developed, implemented and revised in an iterative procedure. Data from the second cycle were analyzed for this article using graphic transcriptions and multimodal analysis, with a focus on action, interaction and experience from a pragmatist perspective. Our findings show that children who quickly and decisively engage with the material, the teachers and their peers in suggesting which material to use and/or how the material can be used, end up in a central role in the design process. These children (or their actions) often get legitimized by the teachers. Thus, in order to give children access to equal opportunities in the construction activities, it is important for teachers to understand how the children's construction-focused actions become constitutive and what their role in that process is.
  •  
13.
  • Brink, Helen, et al. (författare)
  • Teach to use CAD or through using CAD : An interview study with technology teachers
  • 2023
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 33, s. 957-979
  • Tidskriftsartikel (refereegranskat)abstract
    • Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers' experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching to use CAD and/or through using CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education.
  •  
14.
  • Brink, Helen, et al. (författare)
  • Teaching digital models : secondary technology teachers’ experiences
  • 2022
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 32, s. 1755-1775
  • Tidskriftsartikel (refereegranskat)abstract
    • In secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.
  •  
15.
  • Buckley, Jeffrey, 1992-, et al. (författare)
  • An assessment of the transparency of contemporary technology education research employing interview-based methodologies
  • 2021
  • Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • A high level of transparency in reported research is critical for several reasons, such as ensuring an acceptable level of trustworthiness and enabling replication. Transparency in qualitative research permits the identification of specific circumstances which are associated with findings and observations. Thus, transparency is important for the repeatability of original studies and for explorations of the transferability of original findings. There has been no investigation into levels of transparency in reported technology education research to date. With a position that increasing transparency would be beneficial, this article presents an analysis of levels of transparency in contemporary technology education research studies which employed interviews within their methodologies, and which were published within the International Journal of Technology and Design Education and Design and Technology Education: An International Journal (n = 38). The results indicate room for improvement, especially in terms of documenting researcher positionality, determinations of data saturation, and how power imbalances were managed. A discussion is presented on why it is important to improve levels of transparency in reported studies, and a guide on areas to make transparent is presented for qualitative and quantitative research.
  •  
16.
  •  
17.
  • Buckley, Jeffrey, 1992-, et al. (författare)
  • Framing the constructive alignment of design within technology subjects in general education
  • 2020
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.
  •  
18.
  • Buckley, Jeffrey, 1992-, et al. (författare)
  • Heuristics and CAD modelling: An examination of student behaviour during problem solving episodes within CAD modelling activities
  • 2017
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • Design activities typically involve and culminate in the creation of models representative of new ideas and conceptions. The format is often dictated by the specific discipline, with ideas in design and technology education regularly being externalised through the use of computer aided design (CAD). This paper focusses on the realisation stage of a design process, specifically when conceptual ideas are being externalised through CAD. Acknowledging students as novices or quasi-experts with regards to their levels of technical expertise and recognising the limitations in the cognitive capacities of humans suggests merit in investigating problem solving strategies through the lens of heuristics. A comparative study was employed between two distinct CAD systems to examine students modelling behaviour. Considering the situational context of the problems encountered and the bounded rationality which the students are operating within, a number of insights are generated from the findings which are of importance from a pedagogical perspective within design and technology education.
  •  
19.
  • Buckley, Jeffrey, 1992-, et al. (författare)
  • Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students
  • 2019
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:1, s. 75-106
  • Tidskriftsartikel (refereegranskat)abstract
    • The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.
  •  
20.
  • Buckley, Jeffrey, 1992-, et al. (författare)
  • Investigating the use of spatial reasoning strategies in geometric problem solving
  • 2018
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:2, s. 341-362
  • Tidskriftsartikel (refereegranskat)abstract
    • A core aim of contemporary science, technology, engineering, and mathematics (STEM) education is the development of robust problem-solving skills. This can be achieved by fostering both discipline knowledge expertise and general cognitive abilities associated with problem solving. One of the most important cognitive abilities in STEM education is spatial ability however understandings of how students use this ability in practice are currently underdeveloped. Therefore, this study aimed to investigate how levels of spatial ability impacted both performance and approaches to problem solving. In the context of graphical education, selected due to its significant overlap with technological, mathematical and engineering knowledge, a repeated cross-sectional study design was implemented to gather longitudinal data of student approaches to problem solving. A battery of psychometric tests of spatial ability was administered to two cohorts and problem solving was examined through a variety of graphical problems. The findings illustrate a relationship between attaining higher levels of spatial ability and performance. Participants with lower levels of spatial ability evidenced the utilisation of models to a greater extend with a particular emphasis on models with the capacity to alleviate the need for spatial reasoning.
  •  
21.
  • Buckley, Jeffrey, 1992- (författare)
  • The need to consider the predictive capacity of intelligence and its malleability within design and technology education research
  • 2020
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • General intelligence is a fundamental human capacity with significant educational implications. However, it is often not considered in educational research despite substantial evidence illustrating its association with positive life outcomes and student’s capacity to learn. There are a number of potential reasons for this including the controversial history of the use of intelligence tests, validity concerns, counter-moral implications associated with equality, lack of related training, and discipline research priorities. Design and technology (D&T) education however presents a subject area where consideration of student’s intelligence appears particularly important. The focus on design provides students with regular variation learning contexts, with a similar phenomenon occurring through the subject areas focus on technology as a result of constant cultural and societal technological advances. However, intelligence is rarely considered within D&T education research. Therefore, this article puts forward an argument and rationale as to why D&T researchers need to give more consideration to the predictive value of general intelligence and its malleability in pertinent research and discusses some implications for intelligence in practice.
  •  
22.
  • Cederqvist, Anne-Marie, 1970 (författare)
  • An exploratory study of technological knowledge when pupils are designing a programmed technological solution using BBC Micro:bit
  • 2022
  • Ingår i: International Journal of Technology and Design Education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 32, s. 355-381
  • Tidskriftsartikel (refereegranskat)abstract
    • © 2020, The Author(s). Technology educators often provide activities where pupils design programmed technological solutions (PTS) with various programming materials for developing pupils’ technological knowledge related to PTS and digital technology. However, few studies have investigated how pupils experience these activities. To fill this gap in knowledge, this phenomenographic study explores how pupils experience designing a PTS using BBC Micro:bit and identifies the technological knowledge these pupils need, in terms of critical aspects (i.e., aspects necessary to discern), to successfully solve a real world task—the design and coding of a burglar alarm. The data were gathered from sketches, interviews, and video-recordings of pupils aged 10 and 14. This study shows that the pupils struggled with two intertwined phenomena during the activity: the dual nature of the PTS (i.e., the structure and function) and the BBC Micro:bit material. The findings indicated that the pupils needed to understand what components to use based on their function and how to organise these components so they interacted with a code that used feedback control. That is, the pupils needed to code a conditional statement by combining blocks in the BBC Micro:bit editor. To produce working code, the pupils needed to know what the blocks represent, where to find the blocks in the editor, and how to interpret the shapes of the blocks. The results have implications for teaching technological knowledge, suggesting an importance of addressing these phenomena and critical aspects with respect to developing pupils’ conceptual and procedural knowledge related to designing PTS with BBC Micro:bit.
  •  
23.
  • Citrohn, Björn, et al. (författare)
  • Technology teacher's perceptions of model functions in technology education
  • 2022
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 32, s. 805-823
  • Tidskriftsartikel (refereegranskat)abstract
    • 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 processandExplain 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.
  •  
24.
  • Citrohn, Björn, et al. (författare)
  • The use of models and modelling in design projects in three different technology classrooms
  • 2023
  • Ingår i: International journal of technology and design education. - Dordrecht, Netherlands : Springer. - 0957-7572 .- 1573-1804. ; 33, s. 63-90
  • Tidskriftsartikel (refereegranskat)abstract
    • 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 different problem-solving activities using models and modelling. The three projects had different specifications, 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 identified where the teachers and students talked about models and modelling in order to solve the problem. The results also revealed three different 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 different possibilities for students learning in relation to models and modelling.
  •  
25.
  • Doyle, Andrew, et al. (författare)
  • Agendas, influences, and capability: Perspectives on practice in design and technology education
  • 2017
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers’ perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers’ (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers’ perceptions, forming a greater understanding of what influences practice in the discipline.
  •  
26.
  • Doyle, Andrew, 1992-, et al. (författare)
  • Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice
  • 2018
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.
  •  
27.
  • Doyle, Andrew, 1992-, et al. (författare)
  • Subject(s) matter : a grounded theory of technology teachers’ conceptions of the purpose of teaching technology
  • 2023
  • Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
  •  
28.
  • Eliasson, Sara, et al. (författare)
  • A systematic literature review ofempirical research ontechnology education inearly childhood education
  • 2023
  • Ingår i: International Journal of Technology and Design Education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 33:3, s. 793-818
  • Forskningsöversikt (refereegranskat)abstract
    • Technology education in early childhood education (ECE) has only recently been established internationally as a curriculum content area. The interdisciplinary character of technology education and its status as a field under development occasion a need to distinguish and define technology in the merging of disciplines. This literature review presents an overview of technology education in ECE in recent empirical studies. The literature review was carried out systematically, resulting in 23 studies that were scrutinised to present an overall picture regarding study design, findings and how technology is characterised. The analysis of the nature of technology in the reviewed studies builds on DiGironimo’s (Int J Sci Education, 33(10):1337–1352. https://doi.org/ 10. 1080/ 09500 693. 2010. 495400, 2011) conceptual framework, representing five distinct but merging dimensions of an ever-changing human technological creation process. In the synthesised findings, four subthemes derived from the studies’ overall themes were identified: two focusing on preschool teachers and pre-service teachers, and two focusing on technology activities with children. The aligned outcomes are discussed concerning the conceptual dimensions of technology, along with possibilities, challenges and implications for the current field of research on technology education in ECE.
  •  
29.
  • Emami, Reza, et al. (författare)
  • Engineering design pedagogy : a performance analysis
  • 2020
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 30:3, s. 553-585
  • Tidskriftsartikel (refereegranskat)abstract
    • Cornerstone design courses have become a major part of engineering curricula, where students with different personality types and learning styles work together to design, develop, build, and demonstrate the functionality of a prototype within the duration of a term. This study analyzes student and team performance against gender, personality types, and learning styles in a second-year engineering design course. Further, the correlations between several assessment mechanisms are studied, and the effects of three different instructional design approaches on students’ performance are explored. Data have been collected on student performance and psychometrics, including marks, gender, personality type, and learning style from 2001 to 2018. To identify students’ personality types and learning styles, Myers–Briggs Type Indicators (MBTI) and Neil Fleming’s Learning VARK tests were administered. To evaluate students’ performance in the course, a number of assessment mechanisms have been defined. Several statistical methods are used to analyze data, and to determine correlation between datasets. Over nearly two decades of marks, gender, MBTI, and VARK data for 2637 students are presented for an engineering design course. The results demonstrated that there was no significant difference in performance across most assessments based on gender or gender distribution on a team. A better performance was observed from VK bimodal and quadmodal learning styles in most assessment mechanisms. Further, certain MBTI groups, namely, judging types outperformed their peers in engineering design assessments, with interesting interplay between MBTI dimensions for specific assessments and team dynamics. Traditional assessment mechanisms, such as engineering notebook and design proposals, are shown to be good predictors of student success. Lastly, scaffolded design activities and front-loading of lecture content were shown to be beneficial for student learning. There is negligible performance difference between female and male students in the engineering design course. Students whose preferred learning styles align with the assessment themes showed better performance in the course. The outcomes of this paper can be readily applied by instructors for design of assessment mechanisms, course materials, team formation, and instructional design.
  •  
30.
  • Engström, Susanne, 1962- (författare)
  • Differences and similarities between female students and male students that succeed within higher technical education: profiles emerge through the use of cluster analysis.
  • 2018
  • Ingår i: International journal of technology and design education. - : Elsevier. - 0957-7572 .- 1573-1804. ; 28:1, s. 239-261
  • Tidskriftsartikel (refereegranskat)abstract
    • This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering students in Sweden registered for their seventh semester during year 2012 and about 30 % of the students in the cohort responded on several questions. The answers were then analysed and interpreted using Pierre Bourdieu’s theory and the concept of capital. The female-students as well as the male-students emerged as homogeneous groups, but SPSS-clustering shows differences and similarities between four female student-profiles and five male students-profiles. The female students who come to graduate as engineers have experiences and resources that seem to be fruitful: well-educated parents, positive attitudes to the engineer students’ traditions, and a positive view of the engineering profession. In addition, they value the traditional teaching with lectures and self-studies. They seem not to have been inspired by compulsory school teaching or teachers there. The male students have the same experiences and resources but there are differences. Among female students, a profile emerges which is absent among the male students and which emphasises the importance of doing good for society, people, and the environment in their future professional roles. Among male students, the student profiles which emerge include one with a primarily practical and technical capital despite the lack of a high degree of educational or scientific capital.
  •  
31.
  • Engström, Susanne, 1962-, et al. (författare)
  • Technical science capital in relation to how students manage within higher technical education
  • 2023
  • Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • This study aims to understand how students manage higher technical education and contribute to research on institutional culture, STEM education, and students’ educational strategies by identifying patterns of how students navigate within one university’s engineering education. To achieve this, we define and use the concept of technical science capital and habitus reconstruction. We collected data through a survey sent to engineering students who have followed an engineering program’s intended linear progression and those who have taken a ‘detour’ within the same cohort at one specific Swedish university. The survey had a high number of qualitative questions, including free text answers that captured students’ narratives. The results indicate that having a large amount of technical science capital alone is not enough for students to be successful in their studies. The university culture has its own structure, which can be intolerant. Within this culture, specific social skills and experiences are desirable, which provides students from a particular background with a greater opportunity for success. Despite possessing high technical science capital, students from other social groups or cultures face challenges. We discuss various measures that could make higher technical education more engaging. This study is limited to one Swedish university, and future studies could include a broader sample that represents several universities.
  •  
32.
  • Engström, Susanne, 1962-, et al. (författare)
  • You just have to take a big leap! Authentic teaching and learning in the technology program at an upper secondary school
  • 2024
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media B.V.. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    •  In literature, teaching for an authentic learning experience is seen as rewarding and interesting, promoting better understanding of for example sustainable development and fostering students’ independence. Some upper secondary schools emphasise authentic teaching and learning on their websites, showcasing how students engage in authentic tasks. We are interested in examining how authentic teaching is implemented in practice and what enables it. Therefore, we investigate a specific practice where authentic teaching occurs, and we follow students and teachers. We want to understand what may be required to implement authentic teaching. The research questions were: What characterises authentic teaching and learning when students on the technology program work on their design projects and individual pieces of work? How is authentic teaching and learning facilitated? Students in Year 3 of the technology program engaged in a project where they studied residential apartments’ resource use and climate impact using sensors. They visited the energy research team, learned about the technology and data collection, and completed own upper secondary school projects related to sensor technology, programming, and data analysis. These were meant to be characterised by authenticity according to the school’s procedures. Data was collected through interviews, observations, and analysis of video material, sound recordings, and field notes. The analysis revealed that the teaching exhibited characteristics of authentic learning, facilitated by early exposure, teacher empowerment, and strong support from management and resources. The results thus show both the characteristics of how the teaching is organized and how teachers handle students’ learning, as well as the organizational factors at the specific school that enable it.
  •  
33.
  • Fahrman, Birgit, et al. (författare)
  • Experienced technology teachers' teaching practices
  • 2020
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 30:1, s. 163-186
  • Tidskriftsartikel (refereegranskat)abstract
    • Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.
  •  
34.
  • Fridberg, Marie, et al. (författare)
  • Spanish and Swedish teachers’ perspective of teaching STEM and robotics in preschool : results from the botSTEM project
  • 2022
  • Ingår i: International Journal of Technology and Design Education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; , s. 1-21
  • Tidskriftsartikel (refereegranskat)abstract
    • This article describes outcomes from the Erasmus + project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children 4–8 years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The 3-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional developmentfor STEM and robotics teaching in preschools.
  •  
35.
  • Fridberg, Marie, 1972-, et al. (författare)
  • Spanish and Swedish teachers’ perspective of teaching STEM scaffolded by robotics in preschool : results from the botSTEM project
  • 2021
  • Ingår i: International journal of technology and design education. - 0957-7572 .- 1573-1804.
  • Tidskriftsartikel (refereegranskat)abstract
    • This article describes outcomes from the Erasmus+ project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children four-eight years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The three-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.
  •  
36.
  • Gumaelius, Lena, 1967-, et al. (författare)
  • Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention
  • 2018
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:4, s. 739-758
  • Tidskriftsartikel (refereegranskat)abstract
    • In Sweden, there have been multiple large scale interventions to support compulsory school teachers generally and within specific subjects. Due to the costs associated with such interventions it is critical that interim evaluation measures exist which can indicate potential success. Additionally, evaluation measures which can measure the actual impact of interventions relative to their intended aim are also needed as validation tools. The Swedish regional 'Tekniklyftet' or 'Boost of Technology' project which ran from 2011 to 2013 is presented here as a case study exploring evaluation measures for educational interventions in technology education. Three different evaluation approaches were used as measures of the intended outcomes of the intervention. These included (1) analysing the preconditions which exist in schools for teachers of Technology, (2) analysing the use of local long term technology education planning documents (school work plans) developed during the intervention, and (3) analysing the potential change over time in student performance in Technology based on national grades at the end of compulsory school. The findings gained from each approach indicate that the Boost of Technology project was a success. However, there were shortcomings associated with each approach. They are therefore discussed in the Swedish context with the intention to support future international stakeholders in the evaluation of interventions aspiring to develop technology education.
  •  
37.
  • Haglund, Jesper, et al. (författare)
  • Perspective on models in theoretical and practical traditions of knowledge : The example of Otto engine animations
  • 2012
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 22:3, s. 311-327
  • Tidskriftsartikel (refereegranskat)abstract
    • Nineteen informants (n = 19) were asked to study and comment two computer animations of the Otto combustion engine. One animation was non-interactive and realistic in the sense of depicting a physical engine. The other animation was more idealised, interactive and synchronised with a dynamic PV-graph. The informants represented practical and theoretical traditions of knowledge: science students and teachers at upper secondary school level; vocational students and teachers in vehicle mechanics at upper secondary school level, and; MSc and PhD students in vehicle system engineering. The aim was to explore how they interpreted the animations against the background of their different traditions of knowledge and their experience of physical engines and models of engines. A key finding was that the PhD students saw the interactive animation as a familiar and useful model of engines, whereas the vehicle mechanics teachers saw it as a poor representation of reality. A general conclusion was that there is a variety of competent ways to interpret a model, depending on the tradition of knowledge.
  •  
38.
  • Hallström, Jonas, 1969- (författare)
  • Embodying the past, designing the future: technological determinism reconsidered in technology education
  • 2022
  • Ingår i: International journal of technology and design education. - Dordrecht : Springer Science+Business Media B.V.. - 0957-7572 .- 1573-1804. ; 32, s. 17-31
  • Tidskriftsartikel (refereegranskat)abstract
    • From a philosophical viewpoint, technological design is about connecting what is desirable with what is technically possible. Technology itself plays a major role in design processes, not only because technology development is what designing is all about, but also since the existing technology at any given point in time frames what is possible to achieve in terms of new outcomes. A limiting role of technology in design, education and other societal activities goes under the concept of technological determinism and has arguably been one of the most significant points of debate in the social sciences in the last decades. The aim of this article is to investigate how philosophical, sociological and historical research, as well as design and innovation research about technological determinism, could be fruitfully reconsidered in technology education. The analysis yielded three novel findings about the nature of technological determinism. First of all, technological determinism can take the form of an idea, theory or a way of explaining technology development in history or the present, but it can also take the form of actual material structures that—implicitly or explicitly—permeate and influence society, or, at least, this is what some researchers claim. Secondly, technological determinism is not just something that is the result of a bird’s eye view of technology and society or when we study technology as part of the macro level of society. Determinism can appear on all levels, even the micro level. Thirdly, like its counterpart social/societal determinism, technological determinism is not necessarily a “bad”thing, but a natural result of design being a balance between what is societally desirable and technically possible. The most critical issue from the point of view of technological literacy is to promote the idea that it is humans that design and retain control over technology.
  •  
39.
  • Hallström, Jonas, 1969-, et al. (författare)
  • Gender and technology in free play in Swedish early childhood education
  • 2015
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 25:2, s. 137-149
  • Tidskriftsartikel (refereegranskat)abstract
    • In the new Swedish curriculum for the preschool (2010) technology education is emphasized as one of the most significant pedagogical areas to work with. The aim of this article is to investigate how girls and boys explore and learn technology as well as how their teachers frame this in free play in two Swedish preschools. The study is inspired by an ethnographic approach and is based on qualitative data collected through video-taped observations and informal talk with children and teachers in two preschools. It is concluded that girls and boys learn to approach and handle technology differently, thereby confirming rather than dissolving gender boundaries. The girls more often have a special purpose in building something they need in their play, that is, they mostly engage in technological construction as a sideline. The boys, on the other hand, more often award technological construction a central part in their play; building is an end in itself. Teachers are not so active in supporting free play involving technology among the older children, nor in giving boys and girls equal opportunities to explore and use material and toys which are not gender-stereotyped. One important implication is that in-service education needs to address not only experiments and construction but also gender issues and how teachers can create equal opportunities for boys and girls in the free play.
  •  
40.
  • Hallström, Jonas, et al. (författare)
  • Technology in the rear-view mirror : How to better incorporate the history of technology into technology education
  • 2011
  • Ingår i: International Journal of Technology and Design Education. - : Springer. - 0957-7572 .- 1573-1804. ; 21:1, s. 3-17
  • Tidskriftsartikel (refereegranskat)abstract
    • The history of technology can play an important role in illuminating the fundamentals of technological change, but it is important that technology teachers, teacher educators, curriculum developers and researchers can be provided with good analytical tools for this purpose. In this article, we propose a model of techno-historical interplay, as a help in deciding what historical artefacts and systems should be included in technology curricula and teaching as well as in analyzing and conveying to students the fundamental issues of technological change. We want to emphasize particularly three points of importance in employing the model as a tool of analysis. First of all, it is crucial to decide what one wants the technologically literate student to know about technology and technological change. This should include an awareness of the historical and geographical contingency of any technology. Second, on the basis of this decision one should adapt the model as a tool for selecting relevant technologies. Third, the model should be applied as an instrument of analysis of the history of the selected technological artefacts or systems as well as theories of technological development.
  •  
41.
  • Hallström, Jonas, 1969-, et al. (författare)
  • The study of technology as a field of knowledge in general education : historical insights and methodological considerations from a Swedish case study, 1842-2010
  • 2014
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 24:2, s. 121-139
  • Tidskriftsartikel (refereegranskat)abstract
    • Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.
  •  
42.
  • Hallström, Jonas, 1969-, et al. (författare)
  • Visible Parts, Invisible Whole : Swedish Technology Student Teachers’ Conceptions about Technological Systems
  • 2017
  • Ingår i: International journal of technology and design education. - Dordrecht : Springer. - 0957-7572 .- 1573-1804. ; :3, s. 387-405
  • Tidskriftsartikel (refereegranskat)abstract
    • Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating Swedish technology student teachers’ conceptions of technological systems. The following research question is posed: How do Swedish technology student teachers conceive of technological systems? Data was collected through in-depth qualitative surveys with 26 Swedish technology student teachers. The data was analysed using a hermeneutic method, aided by a theoretical synthesis of established system theories (system significants). The main results of the study are that the technology student teachers expressed diverse conceptions of technological systems, but that on average almost half of them provided answers that were considered as undefined. The parts of the systems that the students understood were mostly the visible parts, either components, devices, or products such as buttons, power lines, hydroelectric plants, or the interface with the software inside a mobile phone. However, the ‘invisible’ or abstract aspects of the technological systems, such as flows of information, energy or matter, or control operations were difficult to understand for the majority of the students. The flow of information was particularly challenging in this regard. The students could identify the input and often the output of the systems, that is, what systems or components do, but the processes that take place within the systems were elusive. Comparing between technological systems also proved difficult for many students. The role of humans was considered important but it was mostly humans as users not as actors on a more systemic level, for example, as system owners, innovators, or politicians. This study confirms previous research in that the students had a basic understanding of structure, input and output of a technological system. Thus, the adult students in this study did not seem to have better understanding of technological systems than school pupils and teachers in previous studies, although this is in line with previous investigations on the general system thinking capabilities of children and adults. The most important implication of this study is that students need to be trained in systems thinking, particularly regarding how components work and connect to each other, flows (especially of information), system dependency, and the human role in technological systems.
  •  
43.
  • Hartell, Eva, 1973- (författare)
  • Exploring the (un-)usefulness of formative assessment documents in primary technology
  • 2014
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 24:2, s. 141-161
  • Tidskriftsartikel (refereegranskat)abstract
    • Every student in the Swedish compulsory school system is entitled to information regarding their progress in all school subjects given. In 2008, a mandatory assessment tool, called the individual development plan (IDP) with written assessment, was introduced by the Government. The statutory purpose was to provide teachers with a formative assessment tool to be used mandatory in the follow-up of student’s progress all thru mandatory compulsory school (year 1–9). This study explores the use of the IDP documents in technology education. Authentic documents from different municipalities, different schools and different school years have been studied. In this article findings regarding formal assessment documents and teacher’s formal assessment practice in primary (year 1–6) technology education are presented.
  •  
44.
  • Hartell, Eva, 1973-, et al. (författare)
  • Investigating technology teachers’ self-efficacy on assessment
  • 2015
  • Ingår i: International journal of technology and design education. - : Springer Publishing Company. - 0957-7572 .- 1573-1804. ; 25:3, s. 321-337
  • Tidskriftsartikel (refereegranskat)abstract
    • This study explores possible differences in the views on assessment between two groups of teachers teaching technology in compulsory school: 1) teachers with subject-specific teacher training in technology education; and 2) teachers without such training. This topic is of particular interest because of the recent changes in the regulations that govern compulsory schools in Sweden, such that only certified teachers now will be permitted to teach and assign grades, despite the clear lack of certified teachers in technology education. The study is situated in two fields of interest—technology education and assessment. Both topics are highly relevant, especially in combination, because previous research on teachers’ assessment practices in technology is rare. In this study, the goal is to contribute to deepening the understanding of how subject-specific teacher training affects teachers’ ability to assess students’ knowledge while maintaining alignment with stated regulations. The results show significant difference between these two groups’ use of curriculum documents as the basis of their teaching and their self-efficacy in assessing student’s knowledge in technology. The results suggest interesting possibilities for curriculum alignment and indicate that the opportunities for student learning increase according to whether teachers are specifically trained in the subject. 
  •  
45.
  • Hartell, Eva, 1973-, et al. (författare)
  • What is it called and how does it work: examining content validity and item design of teacher-made tests
  • 2018
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; , s. 1-22
  • Tidskriftsartikel (refereegranskat)abstract
    • This article examines content validity in teacher made tests in elementary technology education—an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers’ assessment practices are not always adequate to support instruction, much is unknown about teachers’ assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils’ everyday lives, which seem to contradict the aims and purpose of the subject.
  •  
46.
  • Hettithanthri, Upeksha, et al. (författare)
  • Design studio practice in the context of architectural education : a narrative literature review
  • 2021
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 32:4, s. 2343-2364
  • Forskningsöversikt (refereegranskat)abstract
    • This review aims to synthesize the current knowledge on the conventional design studio context. This is a narrative literature review based on articles published within the last ten years, while 60 articles were selected for the literature review following a rigorous filtration process. The final articles were selected by applying inclusion and exclusion criteria to the initially selected articles. This review has synthesized the current knowledge on design studio contexts and will review the conventional design studio context, design studio practices that take place within design studios and use of digital tools. The main aim of this study is to broaden the understanding of design studio contexts and to comprehend the types of design studio contexts available in architectural studies. Furthermore, it discusses the digital tools used in design studio practices in the last 10 years. A thematic analysis was conducted in reviewing the articles. It is to be noted that no research has been carried out except one on generating design studio context outside the conventional design studio set-up. This study aims to identify the potential research possibilities of context generated design studios to engage in design studies.
  •  
47.
  • Hettithanthri, Upeksha, et al. (författare)
  • Exploring the architectural design process assisted in conventional design studio : a systematic literature review
  • 2023
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 33:5, s. 1835-1859
  • Forskningsöversikt (refereegranskat)abstract
    • The architectural design process is a unique process that has its inherent phases with specific activities within. Exploring and identifying the real design process which occurs within the conventional design studio is the key focus of this study. This study was carried out by adopting systematic literature review methodology. The most relevant articles for the review were identified by applying an inclusion and exclusion criteria based on a rubric developed to find answers to the research questions developed. For the literature review, 50 articles were selected by eliminating the non-related and non-suitable articles based on the rubric developed. The data was analysed by the content analysis based on the Grounded Theory. Grounded Theory was applied to generate a theory based on the data or findings. The results have given data to draw a Design Process model which is specific for architectural design studio practice. It is evident that the lack of integrating the intended user in the design process has impacted the solutions. Furthermore, many scholars have discussed the architectural design process, but there is a significant gap in discussing the involvement of users and context during the design process. 
  •  
48.
  • Hultén, Magnus, 1970-, et al. (författare)
  • A model to analyse students’ cooperative ideageneration in conceptual design
  • 2018
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 28:2, s. 451-470
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a time-constrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students' cooperative idea generation in conceptual design.
  •  
49.
  • Hultén, Magnus, 1970-, et al. (författare)
  • Epistemic habits : primary school teachers' development of pedagogical content knowledge (PCK) in a design-based research project
  • 2016
  • Ingår i: International journal of technology and design education. - Rotterdam : Sense Publishers. - 0957-7572 .- 1573-1804. ; 26:3, s. 335-351
  • Tidskriftsartikel (refereegranskat)abstract
    • Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new theoretical and methodological tools for the study of how teachers develop knowledge for teaching, i.e. pedagogical content knowledge (PCK). And based on this, elaborate on implications for the professional development of primary school teachers. The teachers in the study participated in a designbased research project concerning technology education in Grade 1. We were especially interested in whether the teachers displayed any habits that contributed to the development of their personal PCK.We found three significant patterns in how the teachers, together with the researcher, developed knowledge of how to teach a specific topic in technology. We argue that these patterns tell us something about the teachers’ epistemic habits in relation to the teaching of technology. The existence of these habits could help to explain how teachers with little or no experience of teaching a subject can develop relevant PCK.
  •  
50.
  • Hultén, Magnus (författare)
  • Technology as the language of schooling : utopian visions of technology in Swedish general education in the 1960s
  • 2013
  • Ingår i: International journal of technology and design education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 23:3, s. 581-595
  • Tidskriftsartikel (refereegranskat)abstract
    • In the state-of-the-art Glass Project run by the Swedish National Agency for Education during the second half of the 1960s, a new type of comprehensive technology education was developed. The project had little impact on school practice and was soon forgotten about. However, the project is interesting from several points of view. First, it elaborated an interesting curricular idea where school activities were to centre around technology, thus creating a meaningful whole for the pupils, a sort of "language of schooling". Second, the Glass Project illustrates a utopian logic of educational reform. The school had become an important area of reform in the mid-twentieth century, and in this the pedagogy of the "old school" was heavily criticised. Technology education clearly became a tool for progressive ideas in Sweden in the 1960s.
  •  
Skapa referenser, mejla, bekava och länka
  • Resultat 1-50 av 95
Typ av publikation
tidskriftsartikel (92)
forskningsöversikt (3)
Typ av innehåll
refereegranskat (93)
övrigt vetenskapligt/konstnärligt (2)
Författare/redaktör
Seery, Niall (11)
Buckley, Jeffrey, 19 ... (11)
Canty, Donal (10)
Hallström, Jonas, 19 ... (9)
Hartell, Eva, 1973- (7)
Kilbrink, Nina, 1974 ... (5)
visa fler...
Norström, Per, 1971- (5)
Engström, Susanne, 1 ... (4)
Svensson, Maria, 196 ... (3)
Gericke, Niklas, 197 ... (3)
Lind, Johan (3)
Jakobsson, Anders (2)
Ingerman, Åke, 1973 (2)
Pelger, Susanne (2)
Björkholm, Eva (2)
Fahrman, Birgit (2)
Artman, Henrik, 1968 ... (2)
Gumaelius, Lena (2)
Hansen, Preben (2)
Phelan, Joseph (1)
Moraes, A. (1)
Zhang, L. (1)
Pears, Arnold (1)
Lantz-Andersson, Ann ... (1)
Jonsson, Gunnar (1)
Singh, M (1)
Svensson, Mikael (1)
House, David (1)
Johansson, Annie-Maj ... (1)
Emami, Reza (1)
Pears, Arnold, 1964- (1)
Hellberg, Kristina (1)
Karlgren, Klas (1)
Larsson, Andreas (1)
Redfors, Andreas (1)
Haglund, Jesper (1)
Strömdahl, Helge (1)
Anderhag, Per, 1971- (1)
Salomonsson, Niklas (1)
Bürgers, Andre (1)
Estay Espinola, Cesa ... (1)
Seifeddine Ehdwall, ... (1)
Sundler, Maria (1)
Gullberg, Annica (1)
Vijayakumar, S. (1)
Svensson, Maria (1)
Gyberg, Per, 1971- (1)
Lundström, Mats (1)
Davidsson, Eva (1)
Ramberg, Robert (1)
visa färre...
Lärosäte
Kungliga Tekniska Högskolan (38)
Linköpings universitet (30)
Karlstads universitet (9)
Göteborgs universitet (8)
Stockholms universitet (7)
Linnéuniversitetet (7)
visa fler...
Mälardalens universitet (6)
Malmö universitet (4)
Högskolan Kristianstad (2)
Umeå universitet (2)
Örebro universitet (2)
Lunds universitet (2)
Uppsala universitet (1)
Luleå tekniska universitet (1)
Högskolan i Halmstad (1)
Karolinska Institutet (1)
Högskolan Dalarna (1)
Blekinge Tekniska Högskola (1)
visa färre...
Språk
Engelska (95)
Forskningsämne (UKÄ/SCB)
Samhällsvetenskap (90)
Teknik (6)
Naturvetenskap (4)
Humaniora (4)

År

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy