| 1. |
- Citrohn, Björn, et al.
(författare)
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The use of models and modelling in design projects in three different technology classrooms
- 2023
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Ingår i: International journal of technology and design education. - Dordrecht, Netherlands : Springer. - 0957-7572 .- 1573-1804. ; 33, s. 63-90
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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.
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| 2. |
- Larsson, Andreas, Ph.D, 1977-, et al.
(författare)
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Hands on programming : Teachers use of Metaphors in gesture and Speech make Abstract concepts tangible
- 2023
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 33, s. 901-919
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Tidskriftsartikel (refereegranskat)abstract
- Metaphors in gesture and speech play a pivotal role in the way that programming concepts are presented in the classroom. However, little is known about the function of teachers metaphors in practice. This study aims to explore teachers use of metaphors in gesture and speech in a lecture on programming. Based on video observations of three upper secondary teachers, we employ Metaphor Identification Procedure (MIP) and Metaphor Identification for Gesture Guidelines (MIG-G) as methodological tools for identifying metaphoric speech and gestures related to programming concepts. The results of the study reveal that the gestures of the three teachers mainly function in two ways: (1) to add spatial properties to a programming concept and (2) to provide additional imagery for a programming concept. Consequently, the gestures identified in this study reduce the communicative burden of teachers speech. Furthermore, the study reveals that teachers gestures serve as means for making abstract concepts more tangible. For example, gestures concerning the abstract term "data" can generally be related to an object that could be received or moved. Hence, despite its metaphorical origin, data could be considered a graspable aspect of programming. Furthermore, spatial gestures enable the teachers to communicate programming processes in a tangible way, for example assigning programming processes a forward direction. Theoretical implications, potential implications for teaching and future research are discussed in the paper.
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| 3. |
- Stolpe, Karin, PhD, 1981-, et al.
(författare)
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”Vi går in och tittar i mappen” [“Let’s go look inside the folder”] : En lärares språkliga strukturering av rumslighet i programmeringsundervisning [A teacher’s way of structuring spatiality when teaching programming]
- 2023
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Ingår i: NorDiNa. - Oslo, Norway : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 19:2, s. 134-147
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Tidskriftsartikel (refereegranskat)abstract
- Spatial abilities are one of many predictors for students’ learning of programming. This exploratory stu-dy aims to investigate how a teacher structure spatiality by means of verbs that indicate motion. Data consists of transcribed talk from YouTube videos that the teacher recorded for teaching purposes. The three most common verbs, surf, drive and go, were chosen for systematic identification of metaphors in scenes. The results indicate that “köra” (‘drive’) has divergent meanings in the context of web server programming, compared to their most basic meaning. However, since “drive” has its specific meaning in the context of programming, the metaphor has been conventionalised. For the verbs “surf” and “go” the metaphoric use indicate a motion into a confound area. The motion has the direction “in” or “out”, which gives some indications of spatiality. Overall, the clues on the spatiality of programming from the teachers’ linguistic utterances are sparce. Implications for education are discussed.
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| 4. |
- Stolpe, Karin, PhD, 1981-, et al.
(författare)
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Visual Programming as a Tool for Developing Knowledge in STEM Subjects : A Literature Review
- 2023
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Ingår i: Programming and Computational Thinking in Technology Education: Swedish and International Perspectives. - Leiden : Brill Academic Publishers. - 9789004687912 - 9789004687905 ; , s. 130-169
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Bokkapitel (refereegranskat)abstract
- There is currently a trend toward introducing computational thinking in schools, and one popular tool to carry this out is through visual programming. A literature review focusing on visual programming and its effects on learning is still lacking, however; especially in STEM (science, technology, engineering, and mathematics) subjects. The aim of this literature review is to investigate and synthesise the findings of research studies on what students potentially learn in STEM subjects from visual programming. Database searches resulted in 25 studies that were analysed qualitatively. Results showed that by engaging in visual programming students do learn to code, but several basic programming concepts are still challenging. Visual programming for learning in STEM subjects is limited concerning science education, whereas it seems as if visual programming could work as a methodical glue for other STEM subjects. By introducing visual programming, our findings indicate that mathematics, technological, and engineering knowledge and skills, as well as basic programming knowledge and skills, are practised and reinforced. However, teachers need to be aware of which competences are in play in the specific teaching and learning modules, in order to support students’ learning.
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