Learning and Teaching with a Systemic Approach: Using Functional Analysis in Technology Education for All

Abstract

AbstractThe purpose of this chapter is to show that learning technical systems, with tools designed by engineers, allow students and teachers to better understand the multi-technological and environmental complexity affecting the technological choices of the object or system concerned. A systemic approach makes it possible to consider the complexity of systems. To do that, engineers use tools that consist of studying systems function by function. This method of reasoning is called a functional approach; the tool associated is called functional analysis. Both work together and favour a multidisciplinary approach that integrates and connects different subjects, which are interwoven in the technical system. They decompartmentalize functions. Each little part of the technical system makes sense without forgetting the system as a whole. The functional approach favoured is using these tools and provides a systemic and complete analysis of a system with a holistic approach. It allows users to perceive all the complexity of the interactions that there are between people, systems and the environment of use of these systems, that is why it is a fundamental part of the technology curriculum. From the point of view of teaching and learning in technology education, we propose a systemic approach coupled with the tool of functional analysis. Both work as a frame for teacher, oriented towards objectives that make sense for the acquisition of knowledge for pupils. The students can connect the prescribed activity with the aim they have to reach and are thus more efficient. The efficiency and the need to give meaning are linked, if the activity makes sense, the learners are much more efficient. In this chapter, we will present two results of research. The first one informs and characterizes the uses of functional analysis in practices reported by technology teachers in middle school. It also informs what students learn and can do with their learning when they are taught techniques from functional analysis. The second research results measure the effect of transferred technical systems learning in physical science problem solving in high school. It shows that students who have learned the systemic approach coupled with the tool of functional analysis develop a systemic reasoning benefit, which is useful to understand other technological systems.