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Seeing the parts, understanding the whole - A technology education perspective on teaching and learning in processes of analysing and designing programmed technological solutions


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Title: Seeing the parts, understanding the whole - A technology education perspective on teaching and learning in processes of analysing and designing programmed technological solutions
Authors: Cederqvist, Anne-Marie
E-mail: anne-marie.cederqvist@gu.se
Issue Date: 17-Aug-2021
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk profession
Parts of work: Cederqvist, A. (2020). Pupils’ ways of understanding programmed technological solutions when analysing structure and function. Education And Information Technologies, 25(2), 1039-1065.
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Cederqvist, A. (2020). An exploratory study of technological knowledge when pupils are designing a programmed technological solution using BBC Micro:bit. International Journal of Technology and Design Education.
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Cederqvist, A. (manuscript) Designing and coding with BBC micro:bit to solve a real-world task – a challenging movement between contexts.
Date of Defence: 2021-09-10
Disputation: Fredagen den 10 september 2021, kl. 13:00, Göteborgs universitet, Pedagogen, Hus B, lokal BE 015 (Läroverksgatan 15). Disputationen sker virtuellt. https://gu-se.zoom.us/j/68067034817
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: GOTHENBURG STUDIES IN EDUCATIONAL SCIENCES
464
Keywords: technology education
programming
programmed technological solutions
programming materials
phenomenography
Abstract: Analysing and designing Programmed Technological Solutions (PTS) has been introduced as a part of technology education in an effort to bring elements of programming into the curriculum for compulsory school, in order to develop pupils’ understanding of how PTS work and are controlled by programming. However, what an appropriate understanding entails at this level remains to be articulated, particularly how this understanding looks from a pupil’s perspective. Such descriptions are paramount... more
ISBN: 978-91-7963-081-2 (printed)
978-91-7963-082-9 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/68522
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för didaktik och pedagogisk profession

 

 

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