Uncovering procedural knowledge in craft, design, and technology education: a case of hands-on activities in electronics

Pirttimaa, Matti; Husu, Jukka; Metsärinne, Mika

doi:10.1007/s10798-015-9345-9

Cited by 19 publications

(16 citation statements)

References 22 publications

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“…• Conceptual knowledge is related to declarative knowledge (Gibson 2008) in that it is associated with relationships between pieces of knowledge (McCormick 1997). • Procedural knowledge, synonymous with Ryle's (1949) knowing how, is knowledge about procedures, actions and steps (Pirttimaa and Husu 2017) which Anderson (1983) notes is initially encoded as declarative knowledge before translating into procedural knowledge. • Conditional knowledge (Alavi and Leidner 2001), strategic knowledge (Gibson 2008) or judgement (Gorman 2002), also described as knowing when, relates knowledge of conditions and what to do in certain situations.…”

Section: The Nature Of Knowledgementioning

confidence: 99%

The importance of supporting technological knowledge in post-primary education: a cohort study

Buckley

Seery

Power

et al. 2018

Research in Science & Technological Education

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a department of learning in engineering sciences, KTh Royal institute of Technology, stockholm, sweden; b office of the President, athlone institute of Technology, Westmeath, ireland; c department of Mechanical engineering, Michigan Technological university, houghton, Mi, usa; d school of education, university of limerick, limerick, ireland ABSTRACTBackground: Substantial research highlights the differences between scientific and technological knowledge. Considering that learning is heavily focused on the acquisition of knowledge, it is important to examine the individual and systematic implications of these types of knowledge. Purpose: The purpose of this study was to examine the impact on overall educational performance as a result of engaging with technology subjects at post-primary level. Sample: A five year cohort study was designed to gather longitudinal data from a total sample of 1761 pupils' grades from the Irish Leaving Certificate examination. The sample was distributed across four schools. Design and methods: Grades from the Irish Leaving Certificate were selected because the examination is considered high stakes as it serves as the country's primary mechanism for matriculation into third-level education. Individual examinations are designed externally to schools by a government body ensuring the validity of each examination in capturing the holistic interpretation subject syllabi. Finally, a points system is used to score each examination facilitating comparisons between subjects. Results:The results show that pupils who study the technology subjects are statistically significantly less likely to perform well overall in comparison to pupils who study science and mathematics subjects. They also show that for pupils who study the technology subjects, those subjects are statistically significantly likely to be their best performing subjects. Conclusions: Due to the array of variables impacting subject selection, a definitive causal explanation cannot be deduced from the data for these results. However, it is possible to infer that the variance in knowledge types between the science and technology subjects has an impact on the results. A case is made that a compulsory technological component should be incorporated into educational curricula to provide a comprehensive and general education and to facilitate the holistic development of pupils.

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Section: The Nature Of Knowledgementioning

confidence: 99%

The importance of supporting technological knowledge in post-primary education: a cohort study

Buckley

Seery

Power

et al. 2018

Research in Science & Technological Education

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“…Tulosten perusteella tulevat opettajat tunnistavat hyvin teknologiakasvatuksen toteuttamisen ja kehittämisen kannalta keskeisiä jo aiemmassa tutkimuksessa esille tulleita elementtejä: opetuksen ja oppimisen ilmiölähtöisyys (Hill, 1998;Hill & Smith, 1998;Parkinson & Hope, 2009;Twyford & Järvinen, 2000) ja toiminnallisuus (Christensen, 2015;Eguchi, 2016;Naizer ym., 2014). Nämä molemmat yhdessä toimivat elementteinä mielekkäille oppimiskokemuksille.…”

Section: Johtopäätöksetunclassified

“…Aiemman tutkimuksen mukaan teknologian oppimisen toteuttaminen todellisissa teknologisissa ympäristöissä sidottuna oppilaiden arkeen ja reaalimaailmaan tukee luovaa ongelmanratkaisua sen sijaan, että opeteltaisiin yksittäisiä teknologisia faktoja tai taitoja (Kucuk & Sisman, 2017;Parkinson & Hope 2009;Twyford & Järvinen 2000). Järvisen ja Rasisen (2012) mukaan teknologian opetuksen vieminen osaksi koulun arkea, toimintakulttuuria ja tapahtumia yksittäisten oppituntien sijaan on vaikeaa, sillä työpajan/projektin hallinta, suunnittelu ja käytännön järjestelyt vaativat perinteisestä oppiainejakoisesta rutiinista poikkeamista ja koulupäivän erilaista organisointia.…”

Section: Johtopäätöksetunclassified

Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä

Lindfors¹,

Pirttimaa²

2018

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“…It is knowledge about processes, or knowledge transmitted through processes of making things, including creative processes and real-life technological problem solving (Hill 1998;Pirttimaa et al 2015). Solving technological problems also includes handling objects, tools and machines, which requires practical skills regarding how, when and why we use them.…”

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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Uncovering procedural knowledge in craft, design, and technology education: a case of hands-on activities in electronics

Cited by 19 publications

References 22 publications

The importance of supporting technological knowledge in post-primary education: a cohort study

The importance of supporting technological knowledge in post-primary education: a cohort study

Teknologiakasvatuksen haasteet ja mahdollisuudet automaatioteknologian oppimisympäristössä

Teacher’s didactical moves in the technology classroom

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