How technology teachers understand technological knowledge
2014 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 1, 19-38 p.Article in journal (Refereed) Published
Swedish technology teachers’ views of technological knowledge are examined through a written survey and a series of interviews. The study indicates that technology teachers’ understandings of what constitutes technological knowledge and how it is justified vary considerably. The philosophical discussions on the topic are unknown to them. This lack of a proper framework for what constitutes technological knowledge and how it is justified might affect both how curricula are interpreted and how pupils’ knowledge is assessed.
Place, publisher, year, edition, pages
2014. Vol. 24, no 1, 19-38 p.
technology education, epistemology of technology, technological knowledge
IdentifiersURN: urn:nbn:se:kth:diva-122495DOI: 10.1007/s10798-013-9243-yISI: 000331770700002ScopusID: 2-s2.0-84877736835OAI: oai:DiVA.org:kth-122495DiVA: diva2:622731
QC 201402242013-05-232013-05-232014-05-12Bibliographically approved