A phenomenographic study of Chinese primary school students' conceptions about technology.

Abstract

Although there are some researches conducted about students’ conceptions of technology, little research has been conducted to reveal the primary school students’ conceptions concerning technology in China. This research investigated Chinese primary school students’ (aged 9–12) conceptions of technology as regards their understanding of (a) the concept of technology, (b) the impact of technology on human life and nature, and (c) the relationship between technology and science. Phenomenography as the methodological framework was adopted for this study. A total of 63 primary school students were chosen as participants in the study to probe their conceptions about technology through picture/photo eliciting activities, and semi-structured, personal interviews in a website video format. It is found that the primary school students defined technology from diverse perspectives, including the dimensions of its attributes, production, operation and use, function, with most of them regarding technology as a double-edged sword. It is also found that they lack a comprehensive and rational understanding of the concept of technology and cannot understand the relationship between science and technology properly. This study contributes better to understanding primary school students’ conceptions about technology in mainland China and beyond, thus providing an empirical basis for improving technology education policy, curriculum, instruction, and assessment in the future for China and other countries.