Programming in School Technology Education: The Shaping of a New Subject Content

Autor/in	Vinnervik, Peter
Titel	Programming in School Technology Education: The Shaping of a New Subject Content
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 4, S.1449-1470 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vinnervik, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09773-y
Schlagwörter	Programming; Technology Education; Foreign Countries; Grade 7; Grade 8; Grade 9; Teacher Attitudes; Secondary School Teachers; Educational Change; Knowledge Level; Educational Quality; Prior Learning; Sweden + Suchen Sie Ihr Suchwort? Programmierung; Technisch-naturwissenschaftlicher Unterricht; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; Bildungsreform; Wissensbasis; Quality of education; Bildungsqualität; Vorkenntnisse; Schweden
Abstract	In Sweden, as in many other countries, programming has been added to the curriculum in recent years. This paper explores how and under what conditions programming is transformed into teaching in technology education. Teachers in grade 7-9 were interviewed about what and how they teach about programming in the context of technology education, and what influenced the choices they made. Data was analysed using content analysis. The results suggest that teachers mainly see programming as a medium to explore and understand technological systems and construction work. The results further implies that teachers are uncertain of what programming means in terms of practices and concepts, and how programming knowledge can be assessed. The process of transformation presents teachers with several challenges, related to their own knowledge of programming, quality of teaching materials, and knowing pupils' prior knowledge about programming. In addition, the results indicate that technology teachers work in isolation. In consequence, the intended interdisciplinary collaboration between technology and mathematics teachers on programming is largely absent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01