The Use of Models and Modelling in Design Projects in Three Different Technology Classrooms

Autor/inn/en	Citrohn, Björn; Stolpe, Karin; Svensson, Maria
Titel	The Use of Models and Modelling in Design Projects in Three Different Technology Classrooms
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 1, S.63-90 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Citrohn, Björn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09730-9
Schlagwörter	Models; Design; Technology Education; Secondary School Students; Problem Solving; Freedom; Learning Activities; Difficulty Level + Suchen Sie Ihr Suchwort? Analogiemodell; Technisch-naturwissenschaftlicher Unterricht; Sekundarschüler; Problemlösen; Freiheit; Lernaktivität; Schwierigkeitsgrad
Abstract	In this study, we aim to investigate activities using models in a design project in three technology classrooms. Activities that use models are important for students' development of knowledge and skills connected to the design process. Nevertheless, few empirical studies have thus far examined how models and modelling are used in a classroom environment when students and teachers are involved in a design project. In order to meet our aim, we video-recorded eight lessons from three different technology classrooms (students aged 13-15), where the students were involved in different problem-solving activities using models and modelling. The three projects had different specifications, and the students' degrees of freedom thereby varied. The video recordings were analysed using a qualitative content analysis. The analysis resulted in seven activities being identified where the teachers and students talked about models and modelling in order to solve the problem. The results also revealed three different dimensions of models: material, structure and function. These dimensions are present in almost all activities that use models. In a project with a high degree of freedom, all three dimensions of models are present. On the contrary, in a project with a lower freedom, only one of the dimensions is present, resulting in a lower degree of complexity for the students. The study emphasizes that the presumptions and openness of a design project in technology education can provide different possibilities for students learning in relation to models and modelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01