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Focusing on a specific learning content in primary technology education
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.ORCID iD: 0000-0002-5477-7048
Karlstads Universitet.
2015 (English)In: 29th PATT Conference : Plurality and Complementarity of Approachers in Design and technology Education: Plurality and Complementarity of Approaches in Design adn Technology Education / [ed] Marjolaine Chatoney, Marseille, France: Presses Universitaires de Provence , 2015, 55-60 p.Conference paper (Refereed)
Abstract [en]

In this paper, we discuss findings from two previous studies in technology education using the Learning study model and the Variation theory of learning. The Learning study is a collaborative approach where teachers and researchers work together in the classroom with the aim to enhance students’ learning concerning a specific content. In a Learning study, focus is on a specific “object of learning”, i.e. what the students are expected to learn. The aim of this paper is to show what knowledge concerning specific objects of learning in technology education is generated in a Learning study and to discuss the potential contribution of this knowledge to technology teaching practice. We will provide examples from two Learning studies conducted in primary technology education in Sweden. The findings from the studies are of two kinds; identified aspects of the object of learning that are critical in order to learn, and aspects that could be referred to the teaching of the specific content.

Place, publisher, year, edition, pages
Marseille, France: Presses Universitaires de Provence , 2015. 55-60 p.
Keyword [en]
design-based research, Learning study, primary school, technology education, variation theory
National Category
Research subject
Education and Communication in the Technological Sciences
URN: urn:nbn:se:kth:diva-164191ISBN: 978-2-85399-994-6OAI: diva2:804985
PATT 29 Marseille, France 7-10 april 2015

QC 20150419

Available from: 2015-04-14 Created: 2015-04-14 Last updated: 2015-11-30Bibliographically approved

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