How technology teachers understand technological knowledge

The Influence of Individual Differences on Technical Creativity in Slovenian K-9 Students

“…Perhaps, this type of evidence-based work does not enhance creative potential markedly. Technology education is not just technical work, but needs to be reconsidered due to complex learning outcomes and their assessment as was claimed by Norström (2013).…”

“…Today, there are many strategies and styles for teaching, but technology teachers still strive for the traditional form, because it requires the least effort, the minimum time is spent in the class, and the results of the teaching are immediately visible as technological work (Norström, 2013). Moreover, a mismatch exists between students learning styles and teachers learning styles what might affect efficacy of teaching/learning.…”

“…In last ten years Slovenian technology teachers are well trained and proper educated to cope with all technical and technological requirements. The other, very important aspect to be discussed is how to interpret technology education outcomes, and here, additional pedagogical, philosophical, and sociological view is needed to analyse the contexts what to teach and how to assess outcomes (Norström, 2013) as they are knowledge, attitudes and skills where the creativity is found to be an essential element of any learning process. Creativity is an ability to invent and be able to go beyond what is already known and it is also defined as the ability to create a solution for a poorly defined problem or as an ability to identify new problems (Jaarsveld, Lachmann, van Leeuwen, 2012).…”

Technology Education in Primary School in Sweden: A Study of Teachers' Views on Teaching Strategies and Subject Content

“…These terms "theoretical" and "practical" are commonly used, but often with vague meaning. 31 They were used by the respondents to refer to activities rather than knowledge; "practical" meant "making" while "theoretical" meant something like "reading" or "listening to a lecture." The "practical" activities and related skills were seen as the core of the technology subject, and propositional knowledge should ideally function as a support for them, supposedly so that the knowledge of the concept is strengthened through its use.…”

“…Three of the teachers also teach science. As Norström 32 and Skogh 33 mention, a subject with no consensus regarding the content and practice will result in insecure teaching and varying levels of knowledge among pupils.…”