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  • 1.
    Brink, Helen
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    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).
    Gericke, Niklas
    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).
    Teaching modelling using digital tools in secondary technology education: Teachers’ experiences2019Inngår i: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé and M. de Vries, 2019, s. 95-102Konferansepaper (Fagfellevurdert)
    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.

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