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- Cederqvist, Anne-Marie, 1970, et al.
(författare)
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Digital competence with respect to ESD for science and technology student teachers - A study of a South African and a Swedish university
- 2022
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Ingår i: Science and Technology Teacher Education in the Anthropocene Addressing Challenges in the North and South / In M. Rocksén, E. Vhurumuku, M. Svensson, E. Mushayikwa & A. Msimanga (Eds). - London : Routledge. - 9781003190158 - 9781032039978 - 9781032039947 ; , s. 170-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Education for sustainable development (ESD) and digital competence are important issues in education that are rarely discussed in relation to each other. This chapter presents the collaboration and exchange of experiences of science and technology teacher educators in South Africa and Sweden, on the relationship between ESD and digital competence. Both countries have recently implemented digital competence in the curriculum for compulsory school, and teacher education in both countries is facing changes in preparing future teachers to teach digital competence incorporated with sustainability issues. The chapter's aim is to analyse and compare the curricula of the two countries to establish similarities and differences that could inform the discussion on the extent the involved teacher education institutions prepare science and technology teachers for teaching digital competence with respect to ESD, and what more should be done. The findings show that the compulsory curricula have broad coverage of digital competencies, but their relation to sustainability issues is vague. Further, the involved teacher education institutions need to broaden the coverage of digital competencies and incorporate this with ESD where sustainability issues are made explicit in relation to the potential, the challenges and the consequences of digital technologies on human, society and the environment.
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| 2. |
- von Otter, Ann-Marie, et al.
(författare)
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Teknik i skolan : En vägledning till ämnets kunskapsinnehåll och progression
- 2022
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Bok (populärvet., debatt m.m.)abstract
- Teknik i skolan har utvecklats för tekniklärare, lärarstudenter och lärarutbildare i syfte att förmedla ämneskunskaper i teknik, kunskaper som kan sättas i relation till de förväntningar som skolans styrdokument uttrycker i termer av ämnesinnehåll och progression. Författarna bjuder in till en kunskapande resa som syftar till att dels ge ämneskunskaper, dels ge läsaren insikt i vad som kan undervisas om i ämnet teknik för grundskolan. Boken passar därför som en bas för teknikundervisningen i grundskolan. Boken tar utgångspunkt i två av didaktikens nyckelfrågor: Vad skall vi undervisa om? Varför väljer vi just det innehållet?Varje kapitel belyser ett specifikt innehåll kopplat till teknikämnets kursplan och behandlar detta i relation till de ämneskunskaper lärare behöver för att kunna undervisa i teknik. Kapitlen inleds med en kunskapsdel för att sedan belysa hur man kan arbeta med teknikämnets både teoretiska och praktiska kunskapsinnehåll utifrån en progression.
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| 3. |
- Cederqvist, Anne-Marie, 1970
(författare)
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An exploratory study of technological knowledge when pupils are designing a programmed technological solution using BBC Micro:bit
- 2022
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Ingår i: International Journal of Technology and Design Education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 32, s. 355-381
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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.
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| 4. |
- Cederqvist, Anne-Marie, 1970
(författare)
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Designing and coding with BBC micro:bit to solve a real-world task – a challenging movement between contexts
- 2022
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Ingår i: Education and Information Technologies : Official Journal of the IFIP technical committee on Education. - New York, NY : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 27, s. 5917-5951
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Tidskriftsartikel (refereegranskat)abstract
- Designing programmed technological solutions (PTS) with programming materials has become a way to contextualise educational content related to PTS and programming. However, studies show that pupils have difficulties conceptualising central phenomena involved in the process, which affects their ability to design PTS. In order to understand these difficulties, this study investigates pupils’ ways of experiencing the process of solving a real-world task with a programming material. The study takes its point of departure from a previous study that identified two central phenomena, the dual nature (structure and function) of PTS and the BBC micro:bit material, when pupils, aged 10 and 14, were designing a burglar alarm with the BBC micro:bit. The data was revisited with the aim of analysing pupils’ sequential discernment of critical aspects of the phenomena (i.e. aspects necessary to discern in order to understand phenomena), and how this affects how the design process unfolds. The results show that the movement from the real-world context toward the BBC micro:bit context is challenging. Pupils need to be able to connect conditions in the real-world context both to aspects of the dual nature of their PTS, and to aspects of the BBC micro:bit material that represent the dual nature. This suggests the importance of appreciating the BBC micro:bit context and the real-world context in relation to the dual nature of PTS, and of addressing the sequential stages of the process in which aspects of phenomena and their interrelations are emphasised, to help pupils see the PTS in the changing contexts.
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