Examining How Technology Is Presented and Understood in Technology Education: A Pilot Study in a Preschool Class

Autor/in	Johansson, Annie-Maj
Titel	Examining How Technology Is Presented and Understood in Technology Education: A Pilot Study in a Preschool Class
Quelle	In: International Journal of Technology and Design Education, 31 (2021) 5, S.885-900 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09584-z
Schlagwörter	Foreign Countries; Preschool Education; Preschool Children; Technology Education; Sustainable Development; Natural Resources; Student Attitudes; Ecology; Conservation (Environment); Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Technisch-naturwissenschaftlicher Unterricht; Nachhaltige Entwicklung; Natural Ressource; Natürliche Ressource; Schülerverhalten; Ökologie; Conservation; Environment; Konservierung; Bewahung; Umwelt; Schweden
Abstract	The aim of the research is to examine how technology is communicated in technology education in relation to humans, society and nature in preschool class. According to the Swedish curriculum for preschool class, pupils should be given the opportunity to explore, ask questions and discuss technology and how the choices of people affect sustainable development. Teachers make different choices about, for example, content and what they do and do not say. These choices have an impact on how pupils perceive technology as part of the world and are called companion meanings. In terms of data, sound recordings and field notes from four technology lessons in a preschool class were used. The data was analysed, with focus on what types of companion meanings emerge in conversations between teachers and pupils. The analysis of companion meanings was based on two themes: Subject Language and Subject Focus. The results of this study demonstrate that pupils learn companion meanings of various types: for example, technology is something positive and unproblematic. Other types of companion meanings gave the pupils opportunities to reflect on how the technical choices of humans affect nature. Different kinds of companion meanings offer different ways for pupils to relate to the surrounding environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01