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Designing a module for authentic learning in upper secondary technology education
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)
Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.ORCID iD: 0000-0001-8888-6843
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)ORCID iD: 0000-0003-0829-3349
2016 (English)In: PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016 / [ed] Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk, Utrecht, The Netherlands: University of Applied Sciences , 2016, p. 454-462Conference paper, Published paper (Refereed)
Abstract [en]

According to the Swedish upper secondary curriculum (Skolverket, n.d.), the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. Beghetto and Kaufman’s (2014) view of creative learning includes, “having students identify a need and work collaboratively with each other and outside experts to develop a creative solution for that need will help them creatively and meaningfully use what they have learned in the classroom” (p. 65). This kind of learning is related to the notion of authentic learning. Herrington and Parker (2013) define authenticity by nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map key elements of authentic learning onto the development of a five-week innovation project for implementation in a Swedish upper secondary school context. Following design and a first round of module implementation, a subsequent pilot study has deployed written questionnaire and semi-structured interview methods to investigate students’ opinions of the authenticity of the module and its outcomes. The paper also presents some early findings from this pilot study.

Place, publisher, year, edition, pages
Utrecht, The Netherlands: University of Applied Sciences , 2016. p. 454-462
Series
PATT Proceedings, ISSN 2542-3592 ; 32
Keywords [en]
upper secondary education, technology education, authenticity, module, Sweden, pilot study
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-133068OAI: oai:DiVA.org:liu-133068DiVA, id: diva2:1054561
Conference
PATT-32, Technology Education for 21st Century Skills, Utrecht, The Netherlands, August 23-26, 2016
Available from: 2016-12-08 Created: 2016-12-08 Last updated: 2018-11-27Bibliographically approved

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Svärd, JoachimSchönborn, KonradHallström, Jonas

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