Knowledge Types in Technology

Ropohl, Günter

doi:10.1023/a:1008865104461

Cited by 82 publications

(46 citation statements)

References 3 publications

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“…Theoretically this might be understood in several ways (e.g. Hansson 2013;Ropohl 1997;Vincenti 1990). We choose to build on McCormick (2004) which states that ''basic types of technology knowledge: procedural and conceptual'' (p. 24).…”

Section: Technology Knowledgementioning

confidence: 99%

Teacher’s didactical moves in the technology classroom

Svensson

Johansen

2017

Int J Technol Des Educ

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In the technology classroom, practical problem-solving activities require interaction between teacher and students. To explore these interactions, we use Joint Action Theory of Didactics (JATD). Joint actions occur within a didactical system where teacher, students and content are understood as an undividable whole. Of particular interest is how the teacher interacts with students and the milieu: the objects, processes and concepts needed to solve the problem. We regard this combination of the students and milieu (the student-milieu) as a unit with which the teacher interacts. Creating joint action relies on joint attention, joint affordances and common ground. Moreover, we use the concept didactical moves to describe how the teacher facilitates joint action to create opportunities for students to interact with the milieu. We analyse video-recorded observations of a group of students, aged 14, who are working with a practical problem, building a bridge model. Our results indicate that the teacher's didactical moves attempt to achieve an integration of students' procedural and conceptual understanding. However, the teacher overlooks the need to establish common ground related to certain aspects of the milieu, and there are few joint affordances in relation to central concepts among the students. We argue that JATD is appropriate when analysing and reflecting on practical problem solving and teachers' strategies for handling interactions with the student-milieu.

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Section: Technology Knowledgementioning

confidence: 99%

Teacher’s didactical moves in the technology classroom

Svensson

Johansen

2017

Int J Technol Des Educ

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“…I diskussion om den tekniska kunskapens särart lyfts såväl explicita som implicita former av kunskap fram. Teknisk kunskap beskrivs som bestående av såväl teoretisk påståendekunskap som procedural kunskap vilken innehåller tysta dimensioner och således inte kan uttryckas så enkelt i ord (de Vries, 2003;McCormick, 1997;Ropohl, 1997;Vincenti, 1990). I den tekniska praktiken har implicita erfarenhetsgrundade kunskaper som tumregler utvecklats just för att de fungerar och är användbara, utan att man därför behöver eller kan förklara detta vetenskapligt.…”

Section: Behov Av Utveckling Av Teknikundervisningens Lärandeobjektunclassified

Teknik i de tidiga skolåren – om vad det innebär att kunna konstruera en länkmekanism<br>Technical knowing in the early school years – A learning study of the meaning of knowing how to construct a linkage mechanism

Björkholm

2015

NorDiNa

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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.

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“…The word 'construction', which is used in the Swedish technology curriculum, includes these constructional and technical areas. The construction can also be understood in relation to 'structural rules', underpinning the assembly and the interaction of the components of a technical object or system (Ropohl 1997) and the 'fundamental design concepts' in the framework of Vincenti (1993); the 'operational principle', i.e. "how its characteristic parts … fulfil their special function in combination to an overall operation which achieves the purpose" of the device (Polyani in Vincenti 1993, p. 208) and the 'normal configuration', i.e.…”

Section: Evaluating Technical Solutionsmentioning

confidence: 99%

Exploring the capability of evaluating technical solutions: a collaborative study into the primary technology classroom

Björkholm

2013

Int J Technol Des Educ

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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.

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Knowledge Types in Technology

Cited by 82 publications

References 3 publications

Teacher’s didactical moves in the technology classroom

Teacher’s didactical moves in the technology classroom

Teknik i de tidiga skolåren – om vad det innebär att kunna konstruera en länkmekanism<br>Technical knowing in the early school years – A learning study of the meaning of knowing how to construct a linkage mechanism

Exploring the capability of evaluating technical solutions: a collaborative study into the primary technology classroom

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