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Bridging a Gap: In search of an analytical tool capturing teachers’ perceptions of their own teaching
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.ORCID iD: 0000-0001-6012-6834
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.ORCID iD: 0000-0003-3973-3466
Stockholm University.
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Computing and computers are introduced in school as important examples of technology. Sometimes as a subject matter of their own, and sometimes they are used as tools, but in principle, learning about computers is part of learning about technology. Lately, the subject is being implemented in curricula to explain society’s dependence on programming knowledge and code. However, there are some considerations related to teaching programming, as the questions of what and how to teach highlight different aspects of the learning objective. In phenomenography, intended object of learning (OoL) is suggested to describe the teacher’s perspective on teaching and learning. There is, however, an analytical reduction made in phenomenography, which makes such a construction hard to distinguish in action. To find ways of bridging this reduction and deepen our understanding of teachers’ work, the article discusses the possibility of using von Wright’s theoretical model of logic of events as a complementary analytical tool in search for understanding of the intentions behind such a construction. Two theoretical approaches, phenomenography and logic of events, are deployed upon one teacher’s case to illustrate that the intended OoL is shaped by the teacher’s intentions, such as balancing the importance of theory and practice, using different learning strategies, encouraging learning by trial-and-error and finally fostering collaboration between students for a deeper understanding of the OoL. In conclusion, logic of events interpretations reveals the teacher’s intentions as being complementary to the principles of phenomenography. Understanding of teachers’ intentions contribute to the understanding of the OoL from a teachers’ perspective.

Keyword [en]
Phenomenography, Logic of events
National Category
Pedagogy Didactics
Research subject
Education and Communication in the Technological Sciences
Identifiers
URN: urn:nbn:se:kth:diva-160727OAI: oai:DiVA.org:kth-160727DiVA: diva2:791195
Funder
Swedish Research Council, 2011-36908-83719-51
Note

QS 2015

Available from: 2015-02-26 Created: 2015-02-26 Last updated: 2015-02-27Bibliographically approved
In thesis
1. Programmed or Not: A study about programming teachers’ beliefs and intentions in relation to curriculum
Open this publication in new window or tab >>Programmed or Not: A study about programming teachers’ beliefs and intentions in relation to curriculum
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Programmerad eller Inte : programmering i skolan från ett lärarperspektiv
Abstract [en]

In the intersection of technology, curriculum and intentions, a specific issue of interest is found in the gap between teachers’ intentions and implementations of curriculum. Instead of approaching curriculum and technology as something fait accompli, teachers are considered crucial in the re-discovery of what and how to teach. The thesis depicts the mind-set of teachers and their beliefs in relation to computing curriculum. Three perspectives are covered in the thesis. Based on original documents and interviews with curriculum developers, the enactment of the computing/programming curriculum during the 1970s and 1980s is explored (Paper 1). This historical perspective is supplemented with a perspective from the present day where current teaching practice is explored through teachers’ statements (seminars with associated questionnaires) regarding their beliefs about teaching and learning programming(Paper 2). Finally with a view from a theoretical perspective, teachers’perception of instruction is discussed in relation to a theoretical framework where their intentions in relation to theoretical and practical aspects of knowledge are revealed (Papers 3 & 4). The initial incitement to offer computing education during the 1970s was discovered in the recruitment of a broader group of students within the Natural Science Programme and the perception that it would contribute to the development of students’ ability to think logically and learn problem solving skills. Data concerning teachers’ beliefs about teaching and learning programming unravels an instructional dependence among today’s teachers where students’ logical and analytical abilities (even before the courses start) are considered crucial to students’ learning, while teachers question the importance of their pedagogy. The thesis also discover two types of instruction; a large group putting emphasis on the syntax of programming languages, and a smaller group putting emphasis on the students’ experiences of learning concepts of computer science (not necessarily to do with syntax). In summary the thesis depicts an instructional tradition based on teachers’ beliefs where the historical development of the subject sets the framework for the teaching. Directly and indirectly the historical development and related traditions govern what programming teachers in upper secondary school will/are able to present to their students. From deploying two theoretical approaches, phenomenography and logic of events, upon teacher’s cases it is shown that the intended object of learning (iOoL) is shaped by the teacher’s intentions (e.g., balancing the importance oftheory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding). The teachers also present a diverse picture regarding what theoretical knowledge students will reach for.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2015. ix, 99 p.
Series
TRITA-ECE, 2015:3
Keyword
computing, programming education, teachers’ beliefs, intentionality, curriculum development, curriculum studies, upper secondary school
National Category
Educational Sciences Pedagogy Pedagogical Work
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-160724 (URN)978-91-7595-463-9 (ISBN)
Public defence
2015-03-20, F3 (Gradängsal), Lindstedtsvägen 26, floor 02, KTH, Stockholm, 14:00 (English)
Opponent
Supervisors
Note

QC 20150227

Available from: 2015-02-27 Created: 2015-02-26 Last updated: 2016-12-05Bibliographically approved

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Rolandsson, LennartSkogh, Inga-Britt

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