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Technical Knowledge in a Technical Society: Elementary School Technology Education in Sweden, 1919-1928
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköpings universitet, Utbildningsvetenskap.ORCID-id: 0000-0003-0829-3349
2009 (engelsk)Inngår i: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 38, nr 4, s. 455-474Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this article is to identify a technical domain of knowledge in the curriculum of the Swedish elementary school and views on elementary school technology of two interest groups – school teachers and engineers. Gradually during the early to mid-1920s there was increased technical content in the Swedish elementary school, if we look at the new curriculum, in-service education and stakeholders’ views. The main reasons for this were, first of all, that the first decades of the twentieth century witnessed industrial growth with accompanying technification of large parts of society including the school. Second, the curriculum of 1919 had a broader technical content than earlier curricula, and thus mirrored the societal changes. Third, vocational secondary schools led to new requirements in respect of elementary technology education. Representatives of the Government were prime movers in enhancing the significance of technology in school together with teachers, while engineers generally showed little interest.

sted, utgiver, år, opplag, sider
London: Taylor & Francis/Routledge , 2009. Vol. 38, nr 4, s. 455-474
Emneord [en]
educational reform, history, schoolteacher, science
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-51457DOI: 10.1080/00467600801995427OAI: oai:DiVA.org:liu-51457DiVA, id: diva2:275121
Prosjekter
Skolan som arena för kunskapsbildning i teknikTilgjengelig fra: 2009-11-03 Laget: 2009-11-03 Sist oppdatert: 2017-12-12

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