The Nature of Pre-University Engineering Education

Norström, Per

doi:10.1007/978-94-6300-621-7_3

Cited by 7 publications

(6 citation statements)

References 13 publications

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“…The content and purposes of technology subjects vary considerably between countries. For example, only some include computer programming, and only some include the history of technology (Norström, 2016). Further, although most countries incorporate some kind of design or product development process, there are differences in the way this manifests.…”

Section: Selection Of Documentsmentioning

confidence: 99%

An Educational Model for Teaching About Technological Systems

Engström

Svensson

2022

Contemporary Issues in Technology Education

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Section: Selection Of Documentsmentioning

confidence: 99%

An Educational Model for Teaching About Technological Systems

Engström

Svensson

2022

Contemporary Issues in Technology Education

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“…Technology and technology education thus have quite different rationales. In addition, the content of school technology is limited in scope when compared with technology at large; it cannot possibly include more than a few selected themes out of the wider field of technology (Norström, 2016).…”

Section: Technology and Technology Educationmentioning

confidence: 99%

Towards a three-part heuristic framework for technology education

Nordlöf

Norström

Höst

et al. 2021

Int J Technol Des Educ

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There is not one single global version of technology education; curricula and standards have different forms and content. This sometimes leads to difficulties in discussing and comparing technology education internationally. Existing philosophical frameworks of technological knowledge have not been used to any great extent in technology education. In response, the aim of this article is to construct a heuristic framework for technology education, based on professional and academic technological knowledge traditions. We present this framework as an epistemological tripod of technology education with mutually supporting legs. We discuss how this tripod relates to a selection of epistemological views within the philosophy of technology. Furthermore, we apply the framework to the Swedish and English technology curricula, to demonstrate its utility as an analytic tool when discerning differences between national curricula. Each leg of the tripod represents one category of technological knowledge: (1) technical skills, (2) technological scientific knowledge and (3) socio-ethical technical understanding. The heuristic framework is a conceptual model intended for use in discussing, describing, and comparing curriculum components and technology education in general, and potentially also as support for planning and conducting technology teaching. It may facilitate common understanding of technology education between different countries and technology education traditions. Furthermore, it is a potentially powerful tool for concretising the components of technological literacy.

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“…In contrast to the subject of technology in, for example, England and Scotland, the Swedish technology subject does not include wood and textile work (Norström 2016). In the curriculum for Swedish compulsory school, art and crafts are separate subjects.…”

Section: The Subject Of Technology In Swedenmentioning

confidence: 99%

“…This, we believe, is problematic for the subject of technology because it could lead to learning development that is not equally valuable. There are strong reasons to believe that this problem is greater in technology than in others subjects as the freedom to shape the learning outcomes (Norström 2016) are greater in technology than in other subjects, where the teaching activities tend to shape the learning outcomes. As the Swedish School Inspectorate (Skolinspektionen 2014) pointed out, there is little or no consensus concerning the purpose or the contents among pupils and technology teachers.…”

Section: Orientation Of Teaching Technologymentioning

confidence: 99%

“…Kimbell and Stables (2007) emphasised that a careful, self-conscious, structured teaching method, such as the design process, is helpful in increasing pupils' learning. Activities in technology are commonly centred on designing and making (Norström 2016). When building and constructing, the interviewees noted that pupils develop problem-solving abilities and learn how to work with the product development process.…”

Section: Practical Activitiesmentioning

confidence: 99%

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Experienced technology teachers’ teaching practices

Fahrman

Norström

Gumaelius

et al. 2019

Int J Technol Des Educ

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Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13-15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category 'Orientations to teach technology', vary considerably. However, regarding 'instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.

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The Nature of Pre-University Engineering Education

Cited by 7 publications

References 13 publications

An Educational Model for Teaching About Technological Systems

An Educational Model for Teaching About Technological Systems

Towards a three-part heuristic framework for technology education

Experienced technology teachers’ teaching practices

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