Exploring technical knowledge in the primary technology classroom

Björkholm, Eva; Andrée, Maria; Carlgren, Ingrid

doi:10.15663/ajte.v3i1.23

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…Studien hörsammar därmed Björkholm, Andrée och Carlgrens (2016) diskussion kring möjliga generativa aspekter av elevers tekniska kunskap som kan utgöra en viktig ämnesdidaktisk kunskapsbas för lärare. Författarna menar att samtidigt som ett ämneskunnande alltid är kopplat till ett specifikt kunskapsobjekt, bör det även finnas aspekter i detta kunnande som är generaliserbart och användbart i andra ämnessammanhang (Björkholm, Andrée & Carlgren, 2016). Ett exempel på ett sådant kunnande är att värdera tekniska lösningar utifrån funktion och ändamålsenlighet, vilket diskuteras nedan.…”

Section: Programmerbara Robotarunclassified

Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk

Anderhag¹,

Björn²,

Fahrman³

et al. 2021

NorDiNa

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This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.

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Section: Programmerbara Robotarunclassified

Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk

Anderhag¹,

Björn²,

Fahrman³

et al. 2021

NorDiNa

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“…Men samtidigt behöver detta konkretiseras, och lärare behöver få ord på hur elevers kunnande i teknik yttrar sig. I en studie har Eva Björkholm och kollegor undersökt hur elevers kunnande i teknik kan se ut i den faktiska klassrumssituationen [1].…”

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Att sätta ord på elevers kunnande i teknik

Stolpe

2022

ATENA

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Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming

Andrée,

Anderhag,

Björnhammer

et al. 2024

Front. Educ.

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IntroductionWithin the technology education research field, aesthetics has primarily been treated as either related to artifacts, design processes and innovation, or as related to students’ enjoyment, appreciation, and participation in technology and technology education. This study focuses on the role of aesthetics in technology learning more specifically the learning of programming. Previous research has pointed to aesthetics as important for the learning of programming, e.g., that programming activities in higher education typically involve experiences of frustration. While previous research is primarily based on student reports, there is a need for further exploration of processes of learning to program. The aim of this study is to explore the role of aesthetics for student learning to program in and what these processes may mean in relation to a disciplinary aesthetics of the technology subject.MethodsThe study was part of a design-based study with the overall purpose to develop the teaching of programming in lower secondary school. Data was collected from a programming task designed and implemented in school-year 9 (the students were aged 15–16) in Technology in two lower secondary classes. In total, three teachers participated in the implementation. The students pair-programmed Lego robots that should perform specific movements, such as following a curved line. Each group recorded their coding process along with audio, resulting in videos that documented the gradual evolution of their programs. These videos, capturing the real-time programming and associated student and teacher conversations, serve as the data for this study. In order to analyze the role of aesthetics in classroom conversations a Practical Epistemology Analysis was applied.ResultsThe results show that aesthetic judgments were important for orienting learning toward (1) the movement of the robot and (2) the ways to be in the programming activity. During the programming activity, the students expressed feelings of frustration but also joy and humor.DiscussionThe findings concur with previous research and contribute to further understanding the role of negative and positive aesthetic experiences in the teaching and learning of programming. The importance of the objects of aesthetic experience found in this study are discussed as part of a disciplinary aesthetic of programming.

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Exploring technical knowledge in the primary technology classroom

Cited by 3 publications

References 20 publications

Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk

Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk

Att sätta ord på elevers kunnande i teknik

Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming

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