Teach "to Use" CAD or "through Using" CAD: An Interview Study with Technology Teachers

Autor/inn/en	Brink, Helen; Kilbrink, Nina; Gericke, Niklas
Titel	Teach "to Use" CAD or "through Using" CAD: An Interview Study with Technology Teachers
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 3, S.957-979 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brink, Helen) ORCID (Kilbrink, Nina) ORCID (Gericke, Niklas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09770-1
Schlagwörter	Computer Assisted Design; Technology Education; Teaching Methods; Secondary School Teachers; Computer Software; Models; Manufacturing; Printed Materials; Compulsory Education + Suchen Sie Ihr Suchwort? Technisch-naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Herstellung; Schulpflicht
Abstract	Today, many technology teachers in compulsory technology education teach design and design processes using a digital design tool, such as computer aided design (CAD). Teaching involving CAD is a relatively new element and not very much is known about what teachers intend pupils to learn in compulsory education. Thus, the aim of this study is to investigate technology teachers' experiences in order to gain insight into their teaching practices involving CAD. A phenomenographic approach was used and twelve semi-structured interviews with lower secondary technology teachers were conducted. The interviews were analyzed and categories of description were hierarchically organized into the phenomenographic outcome space. The results show that teachers have different experiences of the intended learning outcomes when CAD is used in teaching, and four hierarchical categories emerged: (1) Handling the software, (2) Using ready-made models, (3) Manufacturing and creating printed models, and (4) Designing. The four categories describe teaching "to use" CAD and/or "through using" CAD. Further, the hierarchical categories indicate a teaching progression and the categories can be used as a basis for further discussions among teachers, teacher educators and researchers to develop CAD pedagogies within compulsory technology education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01