Advertisement

What Children Are Supposed to Learn in Primary Technology Education

  • Eva BjörkholmEmail author
Chapter
Part of the Contemporary Issues in Technology Education book series (CITE)

Abstract

The aim of this chapter is to shed light on a specific and fundamental issue for teachers in primary technology education – What do students know when they achieve the knowledge goals for technology education? In order to design teaching, and assess and support students’ development of knowledge, teachers need this kind of detailed knowledge. In the studies described, the capability to evaluate the fitness for purpose of technical solutions and to construct a specific linkage mechanism was explored in two technology classrooms with students aged 6–8 years. The results suggest aspects on which the teaching has to focus, in order to make the intended learning possible.

References

  1. Bulterman-Bos, J. A. (2008). Will a clinical approach make education research more relevant for practice? Educational Researcher, 37(7), 412–420.CrossRefGoogle Scholar
  2. Carlgren, I. (2012). The learning study as an approach for “clinical” subject matter didactic research. International Journal for Lesson and Learning Studies, 1(2), 126–139.CrossRefGoogle Scholar
  3. Ellis, V. (2007). Talking subject knowledge seriously: From professional knowledge recipes to complex conceptualizations of teacher development. The Curriculum Journal, 18(4), 447–462.CrossRefGoogle Scholar
  4. Jones, A., & Moreland, J. (2003). Developing classroom-focused research in technology education. Canadian Journal of Science, Mathematics and Technology Education, 3(1), 51–66.CrossRefGoogle Scholar
  5. Jones, A., Buntting, C., & de Vries, M. J. (2013). The developing field of technology education: A review to look forward. International Journal of Technology and Design Education, 23(2), 191–212.CrossRefGoogle Scholar
  6. Korthagen, F. A. J. (2007). The gap between research and practice revisited. Educational Research and Evaluation: An International Journal on Theory and Practice, 13(3), 303–310.CrossRefGoogle Scholar
  7. Kullberg, A. (2010). What is taught and what is learned: Professional insights gained and shared by teachers of mathematics. Doktorsavhandling. Göteborg: Göteborgs universitet.Google Scholar
  8. Marton, F. (1981). Phenomenography – Describing conceptions of the world around us. Instructional Science, 10(2), 177–200.CrossRefGoogle Scholar
  9. Marton, F. (1994). Phenomenography. In T. Husén & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 4424–4429). Oxford: Pergamon Press.Google Scholar
  10. Marton, F. (2015). Necessary conditions of learning. London: Routledge.Google Scholar
  11. Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah: Lawrence Erlbaum.Google Scholar
  12. Marton, F., & Pang, M. F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2), 193–220.CrossRefGoogle Scholar
  13. Marton, F., Runesson, U., & Tsui, A. B. M. (2004). The space of learning. In F. Marton & A. B. M. Tsui (Eds.), Classroom discourse and the space of learning (pp. 3–40). Mahwah: Lawrence Erlbaum.Google Scholar
  14. Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3), 273–306.CrossRefGoogle Scholar
  15. Pang, M. F., & Marton, F. (2003). Beyond “lesson study”: Comparing two ways of facilitating the grasp of some economic concepts. Instructional Science, 31(3), 175–194.CrossRefGoogle Scholar
  16. Runesson, U. (2011). Lärares kunskapsarbete: exemplet learning study. In E. Forsberg (Ed.), Lärare som praktiker och forskare: om praxisnära forskningsmodeller. Forskning om undervisning och lärande 5, 7–17.Google Scholar
  17. Runesson, U., & Gustafsson, G. (2012). Sharing and developing knowledge products from learning study. International Journal for Lesson and Learning Studies, 1(3), 245–260.CrossRefGoogle Scholar
  18. Siraj-Blatchford, J., & MacLeod-Brudenell, I. (1999). Supporting science, design and technology in the early years. Buckingham: Open university press.Google Scholar
  19. Stein, S. J., Ginns, I. S., & McDonald, C. V. (2007). Teachers learning about technology and technology education: Insights from a professional development experience. International Journal of Technology and Design Education, 17(2), 179–195.CrossRefGoogle Scholar
  20. Swedish Schools Inspectorate. (2014). Teknik – gör det osynliga synligt. Om kvaliteten i grundskolans teknikundervisning. Rapport 2014:4. [Technology – Make the invisible visible. About the quality of technology teaching in compulsory school].Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Royal Institute of TechnologyStockholmSweden

Personalised recommendations