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Swedish Teachers’ Views of Assessing Technological Systems in Compulsory School
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences. (TekNaD)
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (TekNaD)
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
2015 (English)In: PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015 / [ed] Marjolaine Chatoney, Marseille: Presses Universitaires de Provence , 2015Conference paper (Refereed)
Abstract [en]

Technology education is regarded as a new school subject in comparison with other subjects within the compulsory school system – both nationally and internationally. As such, the practice of teaching and assessment in technology lacks the long-term experiences that other teachers within other subjects can use in their own practices. This becomes especially apparent when technology teachers assess students’ knowledge in and about technological systems. Studies have shown that technology teachers lack experience of and support for assessment. Consequently, technology teachers’ (implicit) experiences constitute a crucial factor in the making of the course design and shaping students paths to knowledge about technological systems.

This paper describes the assessment views of five technology teachers and their elaborated thoughts on valuing systems knowledge for students aged 13 to 16 in the Swedish compulsory school through the use of semi-structured qualitative interviews. The research aim is to describe the teachers’ assessment views in terms of types of knowledge, spanning from basic to higher understanding of technological systems. Six focused areas of interest when the teachers assess knowledge about systems are presented. The teachers experienced three levels of understanding - basic, intermediate and advanced. In conclusion, the gap between basic and higher levels of understanding can be defined as a linear, uni-dimensional understanding of systems on a basic level, but a non-linear, multi-dimensional understanding on both an intermediate and advanced level.

Place, publisher, year, edition, pages
Marseille: Presses Universitaires de Provence , 2015.
Keyword [en]
technological systems, assessment, teachers’ views, compulsory school
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-117515OAI: oai:DiVA.org:liu-117515DiVA: diva2:808998
Conference
PATT 29
Available from: 2015-04-30 Created: 2015-04-30 Last updated: 2015-05-07

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Schooner, PatrickKlasander, ClaesHallström, Jonas
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