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- Cederqvist, Anne-Marie, 1970
(author)
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Pupils’ ways of making sense of structure and function when constructing a technological solution that is controlled with programming
- 2019
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In: CETIS’ Summer Seminar at Rockelstad Castle, 17-18 June, 2019.
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Conference paper (other academic/artistic)abstract
- The aim of the present study is to explore what is discerned and in pupils’ focus in the process of constructing a technological solution that is controlled with programming and, more specifically, what characterize the process of making sense of structure and function of a programmed technological solution (PTS), by using the teaching material Micro:bit. Data has been collected by video-recordings, when pupils are working in pairs, solving a technological problem where to construct a burglar alarm. Follow-up interviews with the pupils were conducted after the activity. 8 pupils from 4th grade and 6 pupils from 8th grade participated in the study, all of them have been taught in programming with the Micro:bit material for about 3-5 lessons. A phenomenographic approach is used to investigate the pupils’ understanding, highlighting which parts of a PTS the pupils discern or not discern, and in what way they discern them, in the process of designing, constructing and programming a PTS. The preliminary reflections show that the pupils' main focus is on producing a code, without reflecting on what the code accomplishes in relation to the components and the whole of which they are a part; the components and their interaction with the code are put in the background. Pupils have difficulties in transforming their thoughts of a possible solution, in relation to the programming-blocks that are offered to use in the code, and the meaning of generating information to determine the function of the technological solution. The result of the study may provide an important basis for what should be addressed in teaching to obtain an understanding of structure and function of PTS, with respect to the process of constructing and programming a technological solution by using different teaching materials.
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| 2. |
- Cederqvist, Anne-Marie, 1970
(author)
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Teaching and learning about programmed technological solutions within technology education
- 2019
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In: Presentation at the STINT & NRF Sweden-South Africa Joint Workshop Johannesburg May 2019.
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Conference paper (other academic/artistic)abstract
- Being digitally competent has become increasingly important in our society. Many of the technological solutions we use in everyday lives are controlled by the digital technology that is shaping our world, of which we need to understand. Thus it is important that all pupils, both from a democratic and an equality perspective, have the possibility gain digital competence regarding the four aspects that are highlighted in the Swedish curriculum; to understand how digital technology affect the society, being able to use and understand digital tools and media, to have a critical and responsible approach and being able to solve problems and put ideas into action with digital technology. Several countries have revised or are going to revise their curricula to provide possibilities for pupils to develop digital competence that can meet the demands of future digital technology and labour market, where programming has been highlighted as an important part. In the revised curriculum for the Swedish compulsory school, it was decided to not implement programming as a separate subject but instead integrate it into different subjects such as mathematics and technology. Many teachers, however, experience uncertainty in how to teach about programming within these subjects. In my thesis, I will investigate learning and teaching regarding programming as a part of technology education. The purpose is to explore pupils’ ways of understanding programmed technological solutions and discuss how teaching can be organized.
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