Students’ knowledge of emerging technology and sustainability through a design activity in technology education

Abstract

The purpose of this study is to explore whether, and if so how, a design activity could encourage students to express and develop knowledge on emerging technology in relation to issues about sustainability. Several researchers have asserted that, in today’s technologically dependent society, it is important to be able to control technology and make informed decisions connected to technology. Design activities could make a significant contribution to technology education while students are developing their knowledge about technology. Thus, the present study aims to analyze students’ verbal interactions as they work in a design project, which includes designing a model of a house, regarding their ability to develop technological literacy with the support of a physical model. The study is based on several small-group interactions that were recorded, transcribed, analyzed, and discussed. This research project was conducted as an observation of technology education in a Swedish compulsory school. The students (aged 13–14) negotiated and shared knowledge about technology as they interacted with their fellow students. The results indicate that, in a relatively large number of situations, the students expressed knowledge about emerging technology and adopted a sustainability perspective while working in a design activity, and thereby, successively developed technological literacy. This meant that the students were able to integrate knowledge on emerging technology like graphene, nanotechnology, and algae batteries in their models. Furthermore, the results indicate that, during technical development work, students were able to develop reasoning, communication, and collaboration skills.

Designprocesser kan stödja teknisk bildning om hållbar utveckling

“…Att väva in framväxande teknik i en designprocess kan därför vara ett sätt att möjliggöra för elever att utveckla teknisk bildning om hur teknik kan bidra till hållbarhet. Det var utgångspunkten i en studie [1] där forskaren Johan Lind från Lunds universitet med kollegor undersökte hur elever i årskurs 8 diskuterade under en designuppgift. Resultaten visar att eleverna ofta gav uttryck för kunskap om framväxande tekniker och intog ett hållbarhetsperspektiv under designprocessen.…”

Arts and Culture as Creative Learning of Students Through Cultural Product Design

“…Creative problem-solving requires the formulation of solutions to common issues, including cognition and skills. Lind et al (2020) conducted a study on the students (aged 13-14) who negotiated and shared knowledge about technology as they interrelated with their fellow students. The study found that the students expressed knowledge about emerging technology and adopted a sustainability perspective while working in design activity.…”

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

“…According to Nordlöf et al (2022), raising teachers' information literacy is essential to transforming teacher-student relationships and rethinking conventional teaching methods. Technology literacy is essential for teacher preparation, yet higher learning environments frequently do not offer enough resources to help students reach their full potential (Lind et al, 2022). The absence of integration of technological literacy in teacher education programs at the higher education level makes it difficult for future teachers to successfully use technological tools in their teaching (Alda et al, 2020).…”