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Understanding Technological Systems: Classroom Implications for a Systems Approach
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Thematic Studies.
2004 (English)In: TERC 2004 Technology Education Research Conference,2004, Brisbane: Centre for Learning Research, Griffith University, Brisbane , 2004, 78- p.Conference paper, Published paper (Refereed)
Abstract [en]

Problematising the interpretation of "a systems approach" in technology education, the text focuses on two aspects of the system concept that we find relevant to design and technology education.One is from a socio-cultural view on systems using national curricula as examples. The other has a cognitive stance with a focus on design. When studying different nation´s technology curricula we find two predominant views to a systems approach. It is strongly linked to production and seems to hold a single direction attitude of technology influencing society and environment. The role of a systems approach as a cognitive tool when designing is discussed in respekt to the understanding of structure and function of tecknological complexes. Our intention is to show how the use of a conscious systems approach facilitates both the analysis and the design of technological systems. We also argue for an anti-atomistic approach to learning technology, where the level of detail, the function and the limitations of the system are vital factors.

Place, publisher, year, edition, pages
Brisbane: Centre for Learning Research, Griffith University, Brisbane , 2004. 78- p.
Keyword [en]
teknikdidaktik, tekniska system, klassrum, teknikämnet, struktur, funktion, kursplan, tecknology education, systems approach, curriculum, structure, function
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-30710Local ID: 16322OAI: oai:DiVA.org:liu-30710DiVA: diva2:251533
Note
ISBN: 0-920952-15-2Available from: 2009-10-09 Created: 2009-10-09

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Klasander, Claes

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CiteExportLink to record
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Citation style
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  • nn-NB
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Output format
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