Science and Technology Studies

Andersen, Bjarke Lindsø; Tafdrup, Oliver Alexander

doi:10.7146/lt.v6i10.125247

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…I det følgende vil jeg kort opsummere nogle af de argumenter, som allerede er blevet fremført af det danske STS-forskningsfelt. STS-og uddannelsesforskere Bjarke Andersen og Oliver Tafdrup (2021) argumenter for, at STS bør danne grundlag for det kompetenceområde, der omhandler digital myndiggørelse, da dette ikke refererer tilbage til en institutionaliseret videnskabstradition, som de øvrige kompetenceområder gør. De ser STS som en oplagt kandidat til at forankre digital mynddigørelse i et etableret fagområde, der tilbyder et vokabularium til at beskrive og forstå den komplekse samskabelse, der finder sted mellem teknologi og samfund.…”

Section: Perspektiveringunclassified

Et sociomaterielt perspektiv på virtuelle laboratorier i naturfag

Lisborg¹

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General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.-Users may download and print one copy of any publication from the public portal for the purpose of private study or research. -You may not further distribute the material or use it for any profit-making activity or commercial gain -You may freely distribute the URL identifying the publication in the public portal -11 SUMMARY Danish schools, like many other welfare institutions, have experienced a comprehensive digitalization in recent decades. Politicians have invested heavily in this and published several digitalization strategies. Computers and tablets have become an integral part of pupils' school life, enabling a wide range of learning technologies to be accessed in the classroom. One of these technologies is the virtual laboratory (VL), which is the subject of this thesis.When investments are made in virtual laboratories, both socio-economically and in terms of schools' resources, it becomes relevant to ask why a technology such as VL has entered schools, and to examine the potentials and challenges it presents to teaching. Exploring these aspects of education is the aim of this thesis. Grounded in a cross-fertilization of education research and the field of Science and Technology Studies (STS), more specifically actor-network theory and postphenomenology, I will explore research questions that differ from those usually addressed in education research. 15 ARTIKELOVERSIGTDette er en artikelbaseret afhandling, som inkluderer følgende fem artikler (vedlagt som bilag).

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Section: Perspektiveringunclassified

Et sociomaterielt perspektiv på virtuelle laboratorier i naturfag

Lisborg¹

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Makers, Not Users: Inscriptions of Design in the Development of Postdigital Technology Education

Gahoonia

2023

Postdigit Sci Educ

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This paper directs attention to a recent government-led school development initiative in Denmark, where a broad concept and practice of design became central to imagining and reworking technology education for the postdigital condition, in which schoolchildren were imagined to become makers, not users of technological society. Using an analytical apparatus inspired by Science and Technology Studies (STS), the paper examines how and what understandings of design were propagated in the trial of technology comprehension in the public school. The paper examines two design models as didactic-pedagogical translation of design into the epistemic practices of the public school, articulated in the intellectual traditions of Bildung and Didaktik. Examining the knowledges that make knowledges, the paper contributes an elucidation of the features, capacities, and limitations of the concept and practice of design, as it is mobilised to make knowledge and subjectivities about agency and change for schooling in the postdigital educational future.

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Science and Technology Studies

Cited by 2 publications

References 6 publications

Et sociomaterielt perspektiv på virtuelle laboratorier i naturfag

Et sociomaterielt perspektiv på virtuelle laboratorier i naturfag

Makers, Not Users: Inscriptions of Design in the Development of Postdigital Technology Education

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