Abstract
In this study we investigate how 11 Swedish technology teachers perceive model functions in technology education. The main reason for investigating model functions in technology is an identified lack of knowledge about, and research studies into, a conscious use of models when teaching technology, even though models are part of technology education in many countries. In order to answer the research question of how technology teachers perceive model functions in technology education, we have used directed content analysis where Nia and de Vries (J Technol Des Educ 27:627–653, 2017) model functions constituted a framework. The teachers connect model functions to two teaching contexts: Design process and Explain and facilitate understanding of technological solutions. Model functions are understood as parts of the design process which relate to technology/engineering knowledge, a prescriptive way of understanding models. Models are also used to explain and clarify specific technological situations or functions when teaching technology closely related to a scientific, descriptive way of using models. Five of Nia and de Vries model functions are identified in this empirical study. This strengthens the importance of addressing model functions in technological education.
Highlights
Technology education today builds on both practical and theoretical knowledge
The outcome of the directed content analysis resulted in two different contexts, in which 10 different model functions were identified
Model functions are understood as parts of the design process which relate to technology/engineering knowledge and a scientific, descriptive way of understanding models
Summary
Technology education today builds on both practical and theoretical knowledge. In many countries the subject of technology has emerged from being a craft-oriented subject towards becoming a more concept-based subject. Creating and using models for communicating and working with problem-solving is important in the subject of technology, both in primary school and in higher education. There has been a strong trend in many countries towards integrating science, technology, engineering and mathematics education. This is commonly described by the acronym STEM. There are connections between technology, engineering, science and mathematics, but when looking at concepts used in all four areas, there are important differences. From a Swedish context, we find it difficult to separate technology and engineering when talking about education in compulsory schools, we describe the use of models in these two areas together. The purpose of engineering education is to develop specialist knowledge in technology
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