Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Teaching modelling using digital tools in secondary technology education: Teachers’ experiences
Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).ORCID-id: 0000-0002-2673-2387
Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).ORCID-id: 0000-0003-3440-8074
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).ORCID-id: 0000-0001-8735-2102
2019 (Engelska)Ingår i: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé and M. de Vries, 2019, s. 95-102Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Models can be used for communicating and for sharing information. In technology education in Swedish compulsory school, pupils have long created models using simple materials to test their designs, such as cardboard and wooden sticks. Models have also been used by teachers to assess pupils’ technology knowledge in particular areas (Elmer & Davies, 2000). We live in a world where technology is highly developed, where digital technology plays an important role and where models are created in digital environments (Kress, 2010). Technology as a school subject undergoes the same development, which can be seen in the technology syllabus (Skolverket, 2011). However, there is a lack of research on technology teachers’ experiences of teaching modelling using digital tools. According to previous research, teachers’ experiences of a phenomenon (Marton & Tsui, 2004) along with their pedagogical and technological knowledge (Mishra & Koehler, 2006) affect how they plan their lessons. The aim of this pilot study is therefore to examine secondary school teachers’ experiences of teaching modelling using digital tools, thereby contributing to understanding this area of technology education. The study takes a phenomenographic approach (Marton & Booth, 1997) and is based on semi-structured interviews with teachers. The interviews are analyzed, focusing on how technology teachers experience teaching modelling using digital tools. Their different experiences are divided into categories. So far, four categories have been identified: a) Modelling using digital tools as inspiration, b) Handling the modelling software as the object of learning, c) Handling 3D printing as the object of learning and d) Modelling for teaching technological content. A tentative result is that teachers have different aims and purposes when teaching modelling using digital tools.

Ort, förlag, år, upplaga, sidor
2019. s. 95-102
Nyckelord [en]
Model, modelling, digital tools, technology education, secondary school, phenomenography, computer-aided design.
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:kau:diva-75185OAI: oai:DiVA.org:kau-75185DiVA, id: diva2:1359577
Konferens
PATT37. 3-6 june,2019. University of Malta, Msida Campus, Malta.
Tillgänglig från: 2019-10-09 Skapad: 2019-10-09 Senast uppdaterad: 2019-12-12Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Proceedings PATT 37

Personposter BETA

Brink, HelenKilbrink, NinaGericke, Niklas

Sök vidare i DiVA

Av författaren/redaktören
Brink, HelenKilbrink, NinaGericke, Niklas
Av organisationen
Institutionen för pedagogiska studier (from 2013)Science, Mathematics and Engineering Education Research (SMEER)Institutionen för miljö- och livsvetenskaper (from 2013)
Utbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 19 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf