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Students' knowledge of emerging technology and sustainability through a design activity in technology education
Lund University.ORCID iD: 0000-0001-8551-9079
Lund University.
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-1438-3607
2022 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, p. 243-266Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to explore whether, and if so how, a design activity could encourage students to express and develop knowledge on emerging technology in relation to issues about sustainability. Several researchers have asserted that, in today's technologically dependent society, it is important to be able to control technology and make informed decisions connected to technology. Design activities could make a significant contribution to technology education while students are developing their knowledge about technology. Thus, the present study aims to analyze students' verbal interactions as they work in a design project, which includes designing a model of a house, regarding their ability to develop technological literacy with the support of a physical model. The study is based on several small-group interactions that were recorded, transcribed, analyzed, and discussed. This research project was conducted as an observation of technology education in a Swedish compulsory school. The students (aged 13-14) negotiated and shared knowledge about technology as they interacted with their fellow students. The results indicate that, in a relatively large number of situations, the students expressed knowledge about emerging technology and adopted a sustainability perspective while working in a design activity, and thereby, successively developed technological literacy. This meant that the students were able to integrate knowledge on emerging technology like graphene, nanotechnology, and algae batteries in their models. Furthermore, the results indicate that, during technical development work, students were able to develop reasoning, communication, and collaboration skills.

Place, publisher, year, edition, pages
Springer, 2022. Vol. 32, p. 243-266
Keywords [en]
Technology education, Design activity, Emerging technology, Sustainability, Technological literacy, SOLO taxonomy
National Category
Didactics
Identifiers
URN: urn:nbn:se:mau:diva-17980DOI: 10.1007/s10798-020-09604-yISI: 000547571100001Scopus ID: 2-s2.0-85087423421OAI: oai:DiVA.org:mau-17980DiVA, id: diva2:1458494
Available from: 2020-08-17 Created: 2020-08-17 Last updated: 2023-10-05Bibliographically approved

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Lind, JohanJakobsson, Anders

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