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dc.contributor.authorCederqvist, Anne-Marie
dc.date.accessioned2021-08-17T09:13:17Z
dc.date.available2021-08-17T09:13:17Z
dc.date.issued2021-08-17
dc.identifier.isbn978-91-7963-081-2 (printed)
dc.identifier.isbn978-91-7963-082-9 (pdf)
dc.identifier.issn0436-1121
dc.identifier.urihttp://hdl.handle.net/2077/68522
dc.description.abstractAnalysing 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 for allowing teachers to make pedagogical decisions on what specifically is to be addressed in the classroom. The challenges are increased by a dependency on programming materials, which give a structure to teaching and learning that is not necessarily in line with pedagogical needs. Therefore, the aim of this thesis is to identify key elements that are important to address in teaching and learning technology in the processes of analysing and designing PTS. The knowledge domain of PTS, in relation to technological literacy, frames the results from three phenomenographic studies that investigate the ways pupils (aged 10-14) experience PTS when analysing and designing PTS in the contexts of the BBC micro:bit material and PTS from everyday life. The results show that understanding programming concepts and how to produce code are key elements, and most importantly, that there are other key elements embedded in the processes that it is necessary to direct attention to. These are: knowledge related to the dual nature of PTS; knowledge related to the programming material used in the processes; the relevance structures provided by the contexts in terms of experienced partwhole structure of PTS; and the use of systems thinking to discern the partwhole structure of PTS. Together these direct attention to the structural and functional nature of PTS, which must be understood in order to understand how PTS can be controlled by programming. Thus, these key elements are important to consider in pedagogical practice in order to promote learning with regard to PTS.sv
dc.language.isoengsv
dc.relation.ispartofseriesGOTHENBURG STUDIES IN EDUCATIONAL SCIENCESsv
dc.relation.ispartofseries464sv
dc.relation.haspartCederqvist, A. (2020). Pupils’ ways of understanding programmed technological solutions when analysing structure and function. Education And Information Technologies, 25(2), 1039-1065. ::doi::10.1007/s10639-019-10006-4sv
dc.relation.haspartCederqvist, 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. ::doi::10.1007/s10798-020-09618-6sv
dc.relation.haspartCederqvist, A. (2021) Designing and coding with BBC micro:bit to solve a real-world task – a challenging movement between contexts. . Education And Information Technologies ::doi::10.1007/s10639-021-10865-wsv
dc.subjecttechnology educationsv
dc.subjectprogrammingsv
dc.subjectprogrammed technological solutionssv
dc.subjectprogramming materialssv
dc.subjectphenomenographysv
dc.titleSeeing the parts, understanding the whole - A technology education perspective on teaching and learning in processes of analysing and designing programmed technological solutionssv
dc.typeText
dc.type.svepDoctoral thesis
dc.gup.mailanne-marie.cederqvist@gu.sesv
dc.type.degreeDoctor of Philosophysv
dc.gup.originGöteborgs universitet. Utbildningsvetenskapliga fakultetenswe
dc.gup.originUniversity of Gothenburg. Faculty of Educationeng
dc.gup.departmentDepartment of Pedagogical, Curricular and Professional Studies ; Institutionen för didaktik och pedagogisk professionsv
dc.gup.price212
dc.gup.defenceplaceFredagen 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/68067034817sv
dc.gup.defencedate2021-09-10
dc.gup.dissdb-fakultetUF


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