Engineers’ non-scientific models in technology education

Norström, Per

doi:10.1007/s10798-011-9184-2

Cited by 26 publications

(23 citation statements)

References 22 publications

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“…The Swedish curriculum for preschool class stresses that pupils must be given the opportunity to explore and pose questions (Swedish Agency for Education 2011/2016); however, at the same time, several studies show that teachers lack technology-related language (Björkholm 2015;Norström 2013). As such language, it can be difficult for them to teach technology when it comes to how technology is developed or when it comes to problematising technology.…”

Section: Discussionmentioning

confidence: 99%

“…This has meant that teachers and preschool teachers have different views on what content the subject should include (Bjurulf 2008;Norström 2014). Norström (2013) also found in his study that teachers had different views on what technological knowledge is and that teachers lacked the language needed to be able to talk on the subject. Further, studies on pupils' technology learning have highlighted their lack of language skills related to technology (Björkholm 2015).…”

Section: Technology Education For Young Pupils: Research and Studiesmentioning

confidence: 97%

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Examining how technology is presented and understood in technology education: a pilot study in a preschool class

Johansson

2020

Int J Technol Des Educ

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The aim of the research is to examine how technology is communicated in technology education in relation to humans, society and nature in preschool class. According to the Swedish curriculum for preschool class, pupils should be given the opportunity to explore, ask questions and discuss technology and how the choices of people affect sustainable development. Teachers make different choices about, for example, content and what they do and do not say. These choices have an impact on how pupils perceive technology as part of the world and are called companion meanings. In terms of data, sound recordings and field notes from four technology lessons in a preschool class were used. The data was analysed, with focus on what types of companion meanings emerge in conversations between teachers and pupils. The analysis of companion meanings was based on two themes: Subject Language and Subject Focus. The results of this study demonstrate that pupils learn companion meanings of various types: for example, technology is something positive and unproblematic. Other types of companion meanings gave the pupils opportunities to reflect on how the technical choices of humans affect nature. Different kinds of companion meanings offer different ways for pupils to relate to the surrounding environment.

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Section: Discussionmentioning

confidence: 99%

Section: Technology Education For Young Pupils: Research and Studiesmentioning

confidence: 97%

Examining how technology is presented and understood in technology education: a pilot study in a preschool class

Johansson

2020

Int J Technol Des Educ

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“…But it does assert that the inclusion of opportunities for pupils’ ideas to be realised in a physical form, is ‘technologically’ essential. Norström (), in discussing epistemic frameworks of technology in schools, states that the results of technological work can be either physical or abstract, and this is duly recognised here. It is also maintained, however, that retaining focus upon physical outcomes is a necessary definitive constraint for the same reasons that are identified by Feenberg ().…”

Section: A Transformative Epistemology Of Technology Educationmentioning

confidence: 99%

“…More specifically, some authors have suggested that this knowledge can be identified in the form of a series of maxims, laws, theories and rules (Ropohl, ; Vincenti, ). As noted by Norström (), for example, many of these are qualitative features, arising directly from practice and not the product of mathematical modelling or scientific verification (such as the relationship between drilling speeds and cutter diameter in steelwork, for example). Notably, an overall epistemic framework or comprehensive taxonomy has not been fully established from this.…”

Section: Introduction: Philosophy Of Technology Educationmentioning

confidence: 99%

Towards a Transformative Epistemology of Technology Education

Morrison-Love¹

2016

Journal of Philosophy of Education

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Technology Education offers an authentic and invaluable range of skills, knowledge, capabilities, contexts and ways of thinking for learners in the 21st century. However, it is recognised that it occupies a comparatively less defined and more fragile curricular position than associated, but longer established, subjects such as Mathematics and Science. While recognising that no single factor lies behind such a condition, this paper draws upon thinking in the philosophy of technology, technology education and the ontology of artefacts to argue that transformation may be considered as an epistemic source for technology in a similar way to ‘proof’ within Mathematics and ‘interpretation’ within Science. Encapsulating technology's intimate relationship with materials, it is ultimately argued that the transformation of a technical artefact from an ill‐defined into a well‐defined ontological state constitutes a prime source of technological knowledge for pupils. Moreover, it provides an alternative route into further consideration about the nature of the domain, epistemology and curricular identity of the subject.

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“…Per Norström ( 2013 ) has shown that this is not true in engineering where explanations are often retained even if they are known to be based on incorrect ideas. The idea that vacuum sucks is a clear example of that.…”

Section: The Role Of Explanation In the Practical Artsmentioning

confidence: 99%

Technology as a Practical Art

Hansson

2016

Philosophy of Technology After the Empirical Turn

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The notion of practical arts goes back to antiquity. It covers what we today call technology but also many other types of activities, such as farming, manual crafts, cooking, housekeeping, sport activities, artistic work, and medicine. Interesting discussions on the practical arts can be found in medieval texts on knowledge classifi cation for instance by Hugh of Saint Victor and Robert Kilwardby, and also in Renaissance and Enlightenment literature. In this chapter it is argued that the philosophy of practical arts should be revitalized and that the philosophy of technology should have a major role when this is done. Many of the topics studied in the latter discipline have interesting extensions to practical arts in general. Some examples are the relationship between action knowledge and factual knowledge, the epistemological roles of actions, explanations in practical knowledge, and the role of functional terms and descriptions. The Empirical Turn in the Philosophy of Technology provides an excellent starting-point for widening the philosophy of technology to a general philosophy of the practical arts.

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Engineers’ non-scientific models in technology education

Cited by 26 publications

References 22 publications

Examining how technology is presented and understood in technology education: a pilot study in a preschool class

Examining how technology is presented and understood in technology education: a pilot study in a preschool class

Towards a Transformative Epistemology of Technology Education

Technology as a Practical Art

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