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Technology Education for Systems Thinking and Sustainability: What Swedish Pre-Service Technology Teacher Students Know About Technological Systems
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
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)
2013 (English)In: PATT 27 Technology Education for the Future: A Play on Sustainability / [ed] P. John Williams & Dilani Gedera, Hamilton, New Zealand, 2013Conference paper, Published paper (Refereed)
Abstract [en]

Research in the history and sociology of technology in the last decades has shown that technological systems have partly different characteristics and dynamics compared to single objects and artefacts. It is therefore pivotal that technology education incorporates a systems perspective. The Swedish technology curriculum for compulsory school (ages 7-16) has integrated systems content for nearly 20 years. Although studies indicate that pupils can understand systems structure to some extent the more complex aspects are still difficult to grasp. This may be a result of high demands in the curriculum but also the fact that technology teaching is lacking in this regard, because studies show that Swedish compulsory school technology teachers do not have a very developed understanding of technological systems. Although there have been no Swedish studies of systems in relation to teacher education, there is good reason to believe that teachers’ understanding of systems at least partly has to do with their training, while it may also have to do with other factors such as prior other education. In this paper we report on a pre-study made to investigate how pre-service technology teacher students understand technological systems, their dynamics and evolution. The following research questions are posed: How do pre-service technology teacher students understand technological systems, their dynamics and evolution? What is difficult for them to understand? How can technology teacher education about systems be improved? We collect empirical material by conducting in-depth surveys with five Swedish pre-service technology teacher students and analyse the material by using a hermeneutic method. Theoretically we rely on research on technological systems within the philosophy, sociology and history of technology as well as technology education.

Place, publisher, year, edition, pages
Hamilton, New Zealand, 2013.
Keyword [en]
technological systems, technology teacher education, systems theory, sustainability
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-102533OAI: oai:DiVA.org:liu-102533DiVA: diva2:678866
Conference
PATT 27, Christchurch, New Zealand, 2-6 December 2013
Available from: 2013-12-13 Created: 2013-12-13 Last updated: 2015-11-30

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Hallström, JonasKlasander, Claes

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
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