Towards a three-part heuristic framework for technology education

Nordlöf, Charlotta; Norström, Per; Höst, Gunnar; Hällström, Jonas

doi:10.1007/s10798-021-09664-8

Cited by 16 publications

(20 citation statements)

References 37 publications

(42 reference statements)

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“…Firstly, the participating teachers were, as a whole, unexperienced in talking about knowledge in technology education. The second finding emerged from an analysis using the three-part heuristic framework for technology education (Nordlöf et al, 2022a) developed in Article III as a theoretical lens. The teachers' views of knowledge yielded examples from the three categories: (1) technical skills, (2) technological scientific knowledge and (3) socio-ethical technical understanding.…”

Section: Summary Of Results Articles I-ivmentioning

confidence: 99%

“…De ingående artiklarna är: Artikel I Swedish technology teachers' attitudes to their subject and its teaching (Nordlöf et al, 2017) Artikel II Self-efficacy or context dependency? : Exploring teachers' perceptions of and attitudes towards technology education (Nordlöf et al, 2019) Artikel III Towards a three-part heuristic framework for technology education (Nordlöf et al, 2022a) Artikel IV Technology Teachers' Talk about Knowledge: From Uncertainty to Technology Education Competence (Nordlöf et al, 2022b) Jag kommer i kappan att referera till dessa som artikel I-IV.…”

Section: Avhandlingens Sammansättning Och Dispositionmentioning

confidence: 99%

“…Den del av mitt avhandlingsarbete som resulterat i artikel III, Towards a three-part heuristic framework for technology education (Nordlöf et al, 2022a), skiljer sig lite grand från övriga delar. Avsikten med den här artikeln var att skriva fram ett teoretiskt ramverk för teknisk kunskap inom området teknikundervisning (technology education).…”

Section: Ett Ramverk För Teknisk Kunskap I Teknikämnet (Artikel Iii)unclassified

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Lärares transformering av teknikämnet : Om lärares attityder till ämnet och syn på teknisk kunskap i teknikundervisningen

Nordlöf

2022

Studies in Science and Technology Education

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A teacher needs to make choices and decisions that affect what teaching students are exposed to. The school subject of technology is mandatory in Swedish compulsory-level schools (grades 1-9) and is a subject with its own traditions and presumptions. This thesis examines how teachers perceive and shape technology education -their transformation of the subject of technology for teaching. Two aspects of transformation are explored: teachers' attitudes towards technology education and teachers' views of knowledge in technology education.The study employs different research designs in each of the four articles. One study analyses quantitative survey data using statistic methods. One study is based on qualitative data from interviews, and another uses qualitative data from focus groups. These three data-oriented studies recruited teachers teaching technology in Swedish compulsory schools as participants. The fourth article is theoretical in nature and uses philosophical argumentation and reasoning to develop a framework for researching knowledge in technology education.The results contribute to our understanding of teachers' attitudes towards technology education -attitudes may look different and be affected by different variables. Another result is a framework for technology education based on knowledge traditions, which can be used in research or in teaching. The research also contributes new understandings about how teachers talk about knowledge in technology education, showing that teachers have a broad view of knowledge that includes more than what is included in the framework for technology education. The overall results identify several aspects of teachers' transformation of the subject of technology. Some of these aspects pertain to the teachers themselves, such as their knowledge and attitudes. Others regard aspects external to teachers, such as time-related aspects and school culture and traditions. Teachers' choices, goals and purposes are significant for how they transform technology into teaching practices. In seeking to move from the results of my research towards its implications, I discuss the awareness of transformation. By being aware that teaching involves transformation, and by being aware of the different aspects that affect this transformation, school and university stakeholders can contribute to the development of technology education. Being aware of the transformations involved in teaching may make it easier for teachers to stay focused on the goals and content of the subject of technology.

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Section: Summary Of Results Articles I-ivmentioning

confidence: 99%

Section: Avhandlingens Sammansättning Och Dispositionmentioning

confidence: 99%

Section: Ett Ramverk För Teknisk Kunskap I Teknikämnet (Artikel Iii)unclassified

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Lärares transformering av teknikämnet : Om lärares attityder till ämnet och syn på teknisk kunskap i teknikundervisningen

Nordlöf

2022

Studies in Science and Technology Education

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“…Traditionally, the heuristic teaching method is quite popular today, for example, in the article by Nordlöf, Norström, Höst, (2021), this teaching method is proposed for teaching technical specialties. But in the study of these authors, only the advantages and theoretical foundations of building a schedule and a learning process with this type are given, without using the practical aspects of the application.…”

Section: Table 7 the Degree Of Development Of The Respondents' Abilit...mentioning

confidence: 99%

Traditionally Heuristic-Analytical Type of Teaching: Theory and Practice

2022

JHETP

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The article substantiates the scientific and theoretical provisions of the traditionally heuristic-analytical type of education, which is understood as a type of education that combines cognitive, creative, and analytical activities enter higher education, that is, reproductive and productive education. The main purpose of the study is to experimentally test the effectiveness of using heuristic-analytical training in the learning process. In the course of the research, the method of experimental research was used. It was stated that most of the respondents in the experimental group should have a high degree of development of professionally important skills, while the majority of respondents in the control group have an average level of development.

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“…Det dubbla ämnesdidaktiska uppdraget är särskilt viktigt och problematiskt i teknik och naturvetenskapliga ämnen, där praktiska konstruktionsövningar, laborationer och exkursioner är centrala kunskapspraktiker. Att studenter engageras i sådana moment stödjer deras lärande av autentiska naturvetenskapliga och tekniska praktiker och ger dessutom exempel på hur de själva kan lägga upp undervisning (Nordlöf et al, 2022;Rudolph, 2019). Den undervisning som studenter tar del av under sin lärarutbildning kan antas påverka deras egen undervisning när de i sin tur börjar arbeta som lärare i grundskolan.…”

Section: Inledningunclassified

Praktiska moment på distans – Form och ämnesinnehåll i naturvetenskap och teknik inom grundlärarutbildningen under covid-19-pandemin

Frejd

Hällström

2022

Högre utbildning

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Lärarutbildningar har ett dubbelt uppdrag. Dels ska studenterna få kunskaper i att undervisa ett specifikt ämnesinnehåll, dels ska studenterna få exempel på hur ämnesinnehållet kan undervisas om i skolan. Detta uppdrag är särskilt viktigt och på samma gång problematiskt i teknik och naturvetenskapliga ämnen, där praktiska konstruktionsövningar, laborationer och exkursioner ingår som centrala kunskapspraktiker. Då covid-19 slog till tvingades svenska lärosäten att på kort tid ställa om från campusbaserad undervisning till distansundervisning, s.k. emergency remote teaching (ERT). I den här studien undersöks hur tre universitetslärare upplever att praktiska moment som laborationer, exkursioner och konstruktionsövningar inom naturvetenskaps- och teknikundervisning på grundlärarutbildningen fungerat som ERT. Av analysen framgår att både undervisningens form och ämnesinnehåll påverkades. Studenternas möjlighet att själva tillämpa praktiska naturvetenskapliga och tekniska arbetssätt minskade. Vidare minskade lärarnas möjlighet att veta om studenterna förstått undervisningen, vilket genererade nya sätt att kommunicera och stötta studenternas lärande. ENGLISH ABSTRACT Hands on activities in emergency remote teaching – form and subject content in science and technology education in the primary teacher program during covid-19 Teacher education has a dual mission; to teach specific subject content to student teachers but also to provide them with examples of how this subject content can be taught in a school context. This dual task is particularly important and difficult in relation to technology and science education, where construction activities, laboratory work and excursions are centralpractices. As covid-19 struck, Swedish universities had to adapt to emergency remote teaching, ERT. In this study, we explore three university teachers’ experiences of adapting laboratory work, excursions, and construction tasks to ERT. The analysis shows that both form and subject content were affected by this adaptation in that students’ opportunity to practice science and technological practices and procedures decreased, as well as teachers’ possibility to gain feedback from their students. In turn, new ways of communicating and supporting students were developed.

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Towards a three-part heuristic framework for technology education

Cited by 16 publications

References 37 publications

Lärares transformering av teknikämnet : Om lärares attityder till ämnet och syn på teknisk kunskap i teknikundervisningen

Lärares transformering av teknikämnet : Om lärares attityder till ämnet och syn på teknisk kunskap i teknikundervisningen

Traditionally Heuristic-Analytical Type of Teaching: Theory and Practice

Praktiska moment på distans – Form och ämnesinnehåll i naturvetenskap och teknik inom grundlärarutbildningen under covid-19-pandemin

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