Technology Education Research at TESER

Teknikdidaktisk forskning vid TekNaD

Technology Education Research at TESER – deals with one or more of four main specialisations:

1. History and development of technology education and of the traditions of practical knowledge. This is a specialisation rather unique to Linköping University; it contributes to an understanding of how the content, identity, teaching methods and political control of the subject have changed over time. Such research is obviously worthwhile for its own sake, but it can also contribute to an understanding of why technology looks the way it does in our schools today, as regards content as well as structure.

2. History and development of technology education and of the traditions of practical knowledge. This is a specialisation rather unique to Linköping University; it contributes to an understanding of how the content, identity, teaching methods and political control of the subject have changed over time. Such research is obviously worthwhile for its own sake, but it can also contribute to an understanding of why technology looks the way it does in our schools today, as regards content as well as structure.

3. Teachers’ instruction and young people’s knowledge of technology. This is also a previously under-researched area that looks at teachers’ instruction in technology, what happens in the classroom during technology lessons, boys’ and girls’ understanding and learning of, as well as attitudes to, technology and technology education and so on. It deals with the relationship between the teacher and the student as well as the methods used to attain the goals of the education process: learning about technology.

4. Intuition in light of cognition and education. Instruction in technology as a school subject brings several different important knowledge perspectives studied by scholars such as Björklund (2008) to the fore. Based on this and other studies a number of especially relevant education issues pertaining to the knowledge development of children and teachers become topical: the creative problem solving process; the theory/practice dichotomy, which it seems now can be broken down; and assessment of skills and abilities.

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