
Technology Teachers as Researchers : Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School.
Title:
Technology Teachers as Researchers : Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School.
Author:
Custer, Rod.
ISBN:
9789462094437
Personal Author:
Physical Description:
1 online resource (305 pages)
Contents:
COVER -- CONTENTS -- PREFACE -- 1. TUFF AND THE VALUE OF TEACHERS AS RESEARCHERS -- INTRODUCTION -- THE TUFF PROJECT -- PROJECT BACKGROUND -- From Centralization to Decentralization -- Educational Research, School Practice and Teacher Education -- The First and Second Generation Teaching-graduate Programs -- The Third Generation Teaching-graduate Programs - The Boost for Teachers Initiative -- Aims and Goals -- Choices, Activities and Experiences -- Selection of Research Question and Development of Post Graduate Courses -- Selection of Students -- Supervising -- Students' Experiences -- Lessons Learned -- CURRENT SITUATION FOR THE TUFF STUDENTS -- TEACHERS DOING RESEARCH: PROS AND CONS IN LITERATURE -- STRUCTURE OF THE BOOK -- REFERENCES -- SECTION I: PHILOSOPHY OF TECHNOLOGY -- 2. WHAT IS TECHNOLOGICAL KNOWLEDGE? -- INTRODUCTION -- FOUR TYPES OF TECHNOLOGICAL KNOWLEDGE -- TACIT KNOWLEDGE -- PRACTICAL RULE KNOWLEDGE -- TECHNOLOGICAL USES OF SCIENCE -- CHARACTERISTICS OF TECHNOLOGICAL SCIENCE -- TRANSFORMATIONS BETWEEN THE FOUR KNOWLEDGE TYPES -- LEARNING -- A COMBINED CLASSIFICATION SCHEME -- DISCUSSION -- REFERENCES -- 3. EXPLANATION AND PREDICTION IN TECHNOLOGY EDUCATION -- INTRODUCTION -- EXPLANATION, UNDERSTANDING, AND PREDICTION -- In Engineering and Technological Science -- Explaining Technological Artefacts -- Technological Knowledge and Knowledge About Technology -- TECHNOLOGY EDUCATION -- What Needs to be Explained in Technology Education? -- EXPLANATION IS NOT ALWAYS NECESSARY -- WHAT TYPES OF EXPLANATION CAN BE USED? -- EVALUATING EXPLANATIONS -- CONCLUSIONS -- REFERENCES -- 4. PICTORIAL REALISM IN GEOMETRIC IMAGES AND TECHNICAL DESIGN -- INTRODUCTION -- Geometric Pictures -- Pictorial Realism -- Outline -- REPRESENTATION SYSTEMS -- Syntactic Classes -- Semantic Classes -- PICTORIAL REPRESENTATION SYSTEMS.
Conditions for Pictorial Representation Systems -- VISUAL RESEMBLANCE IN REALISTIC DEPICTION -- CONCLUSIONS -- Realistic Geometric Pictures -- NOTES -- REFERENCES -- SECTION II: TECHNOLOGY EDUCATION RESEARCH -- 5. STUDENTS' ENCOUNTER WITH TECHNOLOGY EDUCATION: Testimonies from Compulsory School Technology Classrooms -- INTRODUCTION -- TECHNOLOGY IN SWEDISH ELEMENTARY SCHOOL - A BRIEF OVERVIEW -- From Optional to Compulsory School Subject -- Technology Education in Elementary School - Visions and Reality -- The Question of Subject Content -- ABOUT SELF-CONFIDENCE -- THE STUDIES -- Teachers' and Teacher Students' Experiences from Technology Education in Elementary School. (Skogh, 1997) [Title Translated from -- The World of Technology - The World of Girls. A Study of Young Girls' Encounter with Technology at Home and in School. (Skogh, 2 -- Is Technology Taught in School and is Math's Hard to Learn? This Year's Ninth Graders Responding (The Swedish Technology Delegation... -- PUPILS' EXPERIENCES AND PERCEPTIONS -- Primary School Pupils about Technology Education -- Secondary School Students -- Teachers' and Teacher Students' Experiences -- CONSISTENT RESPONSES -- Having or Not Having Received Instruction in Technology -- The Teacher is Important -- Images of Technology -- Attitudes and Confidence -- The Important Technology Definition -- CONCLUSIONS -- NOTES -- REFERENCES -- 6. THE NOBLE ART OF PROBLEM SOLVING: A Critical View on a Swedish National Test -- INTRODUCTION -- TO TELL A GOOD STORY -- What is Characterizing a Good Story? -- AN EXAMPLE FROM A SWEDISH NATIONAL TEST -- The Problem -- Assessment Instructions -- Student Work G - A Pattern for Assessment -- DISCUSSION -- Student Work G - as a Good Story -- CONCLUSION -- REFERENCES -- AFFILIATIONS.
7. TO USE OR NOT TO USE A TEACHER SUPPORT PROGRAMME: A Study of What Characterises Swedish Schools that Apply the Inquiry-based Teacher Support Programme, NTA -- INTRODUCTION -- AIM AND RESEARCH QUESTION -- BACKGROUND -- 'Kit-based' Programmes in the US -- NTA-The Swedish Version of STC -- Joining the NTA Programme -- AREA OVERVIEW -- Research about STC in USA -- Research on NTA in Sweden -- DATA SOURCES AND METHODS -- RESULTS -- Categorisation of NTA Municipalities and Schools -- Register Data -- NTA at the School Level -- SALSA -- Variables Predicting Scholastic Achievements -- NTA and Non-NTA Groups -- COMMENTS ON THE DATA -- DISCUSSION -- Regarding Q2 (The Spread of NTA Across the Country and within Municipalities) -- Regarding Q3: Implications of Findings -- Final Remarks -- NOTES -- REFERENCES -- 8. CHALLENGE TRADITIONAL STRUCTURES: Ways of Building Gender Equality in Technology Education -- INTRODUCTION -- The Basis of Feminism -- THIS STUDY -- BACKGROUND -- Gender becomes Political -- Encouraging Gender Crossing Choices -- Focusing on Gender Differences -- Looking for Other Pedagogical Methods -- Still no Gender Equality in Technology -- ARENAS FOR GENDER EQUALITY -- Square Arena -- Mass Arena -- Entrance Arena -- Classroom Arena -- Boardroom Arena -- DISCUSSIONS AND A VISION -- Interest is Not the Only Issue -- Changing Power Structures -- Vision -- CONCLUDING REMARKS -- NOTES -- REFERENCES -- SECTION III: ENGINEERING EDUCATION -- 9. WHY CHOOSE A REGIONAL ENGINEERING EDUCATION PROGRAMME? -- INTRODUCTION -- AIM AND RESEARCH QUESTION -- BACKGROUND -- The Recruiting Situation for BaE Engineers -- TECHNOLOGY EDUCATION IN SCHOOL AND AT THE UNIVERSITY LEVEL -- Technology Education in Swedish Upper Secondary School -- Technology Education at the University Level -- THEORETICAL INFLUENCES -- Symbolic Interactionism -- Other Influences.
RELATED RESEARCH -- Pedagogical Development -- The Matter of Expected Status -- Interest in Technology -- University vs. Location -- Engineering-a Man's World? -- METHOD -- Pilot Survey -- MAIN STUDY -- The Informants -- Card Game -- How the Card Game was Performed -- Analysis-Individual Choice of Card/Phrase -- Analysis-Group Discussions -- Ethical Considerations -- RESULTS -- The Pilot Study -- THE MAIN STUDY -- Results-Card Game -- Results-Card Game Discussion -- My Interest in Technology -- Socializers -- Status of Expected Position and Salary Expectations -- Personal Qualifications -- Gender -- University vs. Location -- DISCUSSION -- CONCLUSIONS -- NOTES -- REFERENCES -- 10. THE SUCCESSFUL STUDENT: A Study Examining How Young Swedish People Represent Engineering Students Discursively -- INTRODUCTION -- AIMS AND OBJECTIVES -- BACKGROUND -- Attitudes Towards Science and Technology -- CONCEPTUAL TOOLS -- GENERAL DESCRIPTION OF THE METHODOLOGICAL APPROACH -- The Participants -- DETAILED DESCRIPTION OF THE EMPIRICAL METHOD -- Introducing the Study to the Participants -- The Post-it Notes are Used -- Organising the Post-it Notes -- RESULTS -- Personality -- Interests -- Traits and Attitudes -- Smart and Knowledgeable -- Self - Managing -- Geeky -- Knowledge -- Competencies -- Skills -- Engineering Studies -- Fun or Boring -- Effort -- The Engineering Profession -- Status -- Engineering Work -- Personality -- CONCLUSION -- The Successful Engineering Student -- NOTES -- REFERENCES/BIBLIOGRAPHY -- 11. WHAT YOU NEED TO LEARN: Engineers' and Industrial Designers' Views on Knowledge and Skills in Product Development -- INTRODUCTION -- Research Question -- TECHNOLOGY EDUCATION IN SWEDEN IN UPPER SECONDARY SCHOOLS AND IN UNIVERSITIES -- The Technology Programme -- Higher Education -- THEORETICAL FRAMEWORK -- Hermeneutics -- Knowledge in Working Life.
METHOD -- Starting Point for Data Collection -- The Interviewees -- Data Collection - Interview Questions -- COMMENTS -- Analytical Procedures -- RESULTS -- Themes: Engineers -- Themes: Industrial Designers -- ANALYSIS -- Communication and Presentation -- DISCUSSION -- Visualisation -- The Power of Education -- NOTES -- REFERENCES -- APPENDIX -- Questionnaire questions -- SECTION IV: TEACHERS' PERSPECTIVE -- 12. LOOKING FOR A GLIMPSE IN THE EYE: A Descriptive Study of Teachers' Work with Assessment in Technology Education -- INTRODUCTION -- PURPOSE AND RESEARCH QUESTION -- How is Teachers' Minute-by-Minute Follow-up Enacted in the Classroom? -- TECHNOLOGY EDUCATION IN SWEDEN -- MONITORING SYSTEM IN COMPULSORY SCHOOL -- Decentralized School System -- External Assessment Instruments -- TRAINING IN ASSESSMENT -- ASSESSMENT FOR LEARNING -- Formative Assessment or Not -- The Time Dimension -- Five Key Strategies for Formative Assessment -- RESEARCH ON ASSESSMENT IN TECHNOLOGY -- What is Assessed? -- FEEDBACK -- The Origin of Feedback -- Feedback has Lost its Origin -- Different Kinds of Feedback - the Focus -- METHOD -- Selection of Informants -- Finding Schools and Teachers -- Case 1: Lake school -- Case 2: River school -- Observations -- Observation Analysis -- Interviews -- Ethical Considerations -- Concept Use - Pupils vs. Students -- RESULTS -- Traces of the Five Key Strategies for Formative Assessment -- Key strategy no. 1 - Clarifying and sharing learning intentions and criteria for success (K1) -- Key strategy no. 2 - Engineering effective classroom discussions and other learning tasks that elicit evidence for student under -- Illustrative Examples - Non-documenting Practice -- Key strategy no. 3 - Provide feedback that moves the learner forward (K3).
Key strategies nos. 4 and 5 -Activating students as instructional resources for one another and activating students as the owners of their own learning (K4, K5).
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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