Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Abstract

Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained very little conceptual knowledge from mathematics and science even when their purpose was to do so. In this paper, we analyse four selected episodes in the material, and discuss the underlying cause for why science and mathematics do not form part of the activity. These underlying causes are conceptualised as: (i) concepts and procedures not being necessary for the purpose, (ii) problem solving better accomplished by other means, (iii) focus on product quality, and (iv) not the right type of knowledge. These reflect fundamental characteristics of the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.Berit Bungum is Associate Professor at The University's Resource Centre for Education in Mathematics, Science and Technology, Norwegian University of Science and Technology. She has long experience with teacher education in physics, and currently works with in-service training for teachers and development of teaching projects in science and technology.

Oppnåelse av dybdelæring i et teknologiog design-prosjekt

“…både som et område for anvendt naturvitenskap, men også med egen tilhørende kunnskap (Bungum, 2006). T&D kan slik danne varierte og motiverende kontekster for undervisning av naturvitenskap (Bungum, Esjeholm & Lysne, 2014). Kjennetegn for T&D-prosjekter er å starte med en produktidé eller bestilling med kravspesifikasjoner, flere (utforskende) faser og til slutt presentasjon av et ferdig produkt som det endelige målet.…”

“…De må slå opp i notatene sine fra forrige prosjekt og noen starter feil. Bungum, Esjeholm & Lysne (2014) påpeker at naturvitenskapelige konsepter må oppleves som nødvendige i prosjektet for å bli trukket inn. Her var de åpenbart nødvendige, men bruken framsto likevel som anstrengt.…”