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Konstruktioner som fungerar: En studie av teknikkunnande i de tidiga skolåren
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Constructions in function : A study of technical knowing in primary technology education (English)
Abstract [en]

The aim of this thesis is to explore the meaning of technical knowing in primary technology education. This is done by identifying and describing ways of knowing in relation to specific content (so-called objects of learning) of the school subject of technology. The purpose is to contribute to the body of teachers’ professional knowledge concerning primary technology education. In this thesis, the subject of technology is seen as representing technical knowledge traditions, characterized by specific ways of developing knowledge. Moreover, the knowledge is to a great extent embedded in actions. This perspective on technical knowing challenges the traditional distinction between theoretical and practical knowledge.  

Data were generated through two Learning studies conducted in primary schools.  Learning study is a classroom-based, interventionistic research approach, in which teachers collaborate with a researcher, focusing on specific objects of learning, that is, on what the students are supposed to learn. In the studies, the capability to evaluate the fitness for purpose of technical solutions, and to construct a linkage mechanism allowing for transferring and transforming movement were examined. Students’ actions were video-recorded in order to document verbal and physical expressions of knowing.

The data were analysed using phenomenographic analysis, resulting in descriptions of specific ways of knowing in terms of complexity, as well as critical aspects to discern in order to develop the knowing. The findings from the first study describe knowing in terms of discerning functions related to different types of users, as well as aspects of the construction in order to realize functions. The second study identified technical knowing as a specified analysis of the construction in terms of location and separation of joints in relation to different functions. These findings were then used to identify technical knowing in video material generated within another teaching context. The results suggest that knowledge concerning knowing of specific objects of learning related to the evaluation and construction of technical solutions is partly generalizable. In addition, the specified knowledge concerning the meaning of the object of learning generated during the Learning study process was described. This knowledge is suggested to be an important knowledge product of Learning studies.

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2015.
Keyword [en]
technology education, primary school, Learning study, phenomenography, variation theory, knowledge, knowing
National Category
Didactics
Research subject
Educational Sciences in Arts and Professions
Identifiers
URN: urn:nbn:se:su:diva-119231ISBN: 978-91-7649-211-6 (print)OAI: oai:DiVA.org:su-119231DiVA: diva2:844061
Public defence
2015-09-18, Reinholdsalen, Juristernas hus, Frescativägen 16, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Submitted.

Available from: 2015-08-27 Created: 2015-08-03 Last updated: 2017-01-05Bibliographically approved
List of papers
1. Exploring the capability of evaluating technical solutions: a collaborative study into the primary technology classroom
Open this publication in new window or tab >>Exploring the capability of evaluating technical solutions: a collaborative study into the primary technology classroom
2014 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 1, 1-18 p.Article in journal (Refereed) Published
Abstract [en]

Within the field of technology education, evaluating technical solutions is considered as an important topic. Research indicates that pupils have difficulties in evaluating technical solutions in terms of fitness for purpose, i.e. how effective a technical solution supports its intended function. By using the learning study, which is an iterative and collaborative research approach, the study explores the capability to evaluate technical solutions in terms of fitness for purpose, what it takes to know it and how to best enhance its learning in the primary technology classroom. Audio and video recorded interviews, teachers' meetings and lessons are the base data for the study. A contribution of the study is the understanding of this specific knowing, and what is critical for learning and thus to an improvement of technology teaching practice.

Keyword
Fitness for purpose, Function, Learning, Learning study, Primary technology education, Teaching
National Category
Didactics
Research subject
Educational Sciences in Arts and Professions
Identifiers
urn:nbn:se:su:diva-98737 (URN)10.1007/s10798-013-9240-1 (DOI)000331770700001 ()
Available from: 2014-01-09 Created: 2014-01-09 Last updated: 2017-12-06Bibliographically approved
2. Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism
Open this publication in new window or tab >>Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism
2015 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, 35-53 p.Article in journal (Refereed) Published
Abstract [en]

This study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement.

Keyword
Technology education, primary school, learning study, phenomenography
National Category
Didactics
Research subject
Educational Sciences in Arts and Professions
Identifiers
urn:nbn:se:su:diva-115601 (URN)
Available from: 2015-03-26 Created: 2015-03-26 Last updated: 2017-12-04Bibliographically approved
3. Unpacking the object of learning
Open this publication in new window or tab >>Unpacking the object of learning
2015 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, no 3, 194-208 p.Article in journal (Refereed) Published
Abstract [en]

Purpose – Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study.

Design/methodology/approach – The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement.

Findings – The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning.

Originality/value – In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.

Keyword
Variation theory, Primary technology education, Learning study, Object of learning
National Category
Didactics Pedagogical Work
Research subject
Educational Sciences in Arts and Professions
Identifiers
urn:nbn:se:su:diva-119224 (URN)10.1108/IJLLS-06-2014-0014 (DOI)
Available from: 2015-08-03 Created: 2015-08-03 Last updated: 2017-12-04Bibliographically approved
4. Exploring technical knowledge in the primary technology classroom
Open this publication in new window or tab >>Exploring technical knowledge in the primary technology classroom
2016 (English)In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 3Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.

Keyword
Technology education, Primary school, Technical knowledge, Technical content, Construction, Technical solutions
National Category
Didactics
Research subject
Educational Sciences in Arts and Professions
Identifiers
urn:nbn:se:su:diva-136687 (URN)10.15663/ajte.v3i1.23 (DOI)
Available from: 2016-12-13 Created: 2016-12-13 Last updated: 2017-11-29Bibliographically approved

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Output format
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