Programming in school technology education: the shaping of a new subject content

In Sweden, as in many other countries, programming has been added to the curriculum in recent years. This paper explores how and under what conditions programming is transformed into teaching in technology education. Teachers in grade 7–9 were interviewed about what and how they teach about programm...

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Veröffentlicht in:International journal of technology and design education Jg. 33; H. 4; S. 1449 - 1470
1. Verfasser: Vinnervik, Peter
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Dordrecht Springer Netherlands 01.09.2023
Springer
Springer Nature B.V
Schlagworte:
challenges
compulsory school
Content analysis
Curricula
curriculum implementation
datavetenskapernas didaktik
didactics of computer science
Education
Educational Change
Educational Quality
Educational Technology
educational work
Foreign Countries
Grade 7
Grade 8
Grade 9
grundskola
Instructional Materials
Interdisciplinary Approach
Knowledge Level
Learning and Instruction
läroplansreform
Mathematics Teachers
pedagogiskt arbete
Prior Learning
programmering
Programming
Science Education
Secondary School Teachers
Teacher Attitudes
Teachers
Teaching
Technology Education
teknik
undervisning
utmaningar
Sweden
Programming
Technology education
Compulsory school
Teacher challenges
Curriculum implementation
ISSN:0957-7572, 1573-1804, 1573-1804
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Beschreibung
Zusammenfassung:In Sweden, as in many other countries, programming has been added to the curriculum in recent years. This paper explores how and under what conditions programming is transformed into teaching in technology education. Teachers in grade 7–9 were interviewed about what and how they teach about programming in the context of technology education, and what influenced the choices they made. Data was analysed using content analysis. The results suggest that teachers mainly see programming as a medium to explore and understand technological systems and construction work. The results further implies that teachers are uncertain of what programming means in terms of practices and concepts, and how programming knowledge can be assessed. The process of transformation presents teachers with several challenges, related to their own knowledge of programming, quality of teaching materials, and knowing pupils’ prior knowledge about programming. In addition, the results indicate that technology teachers work in isolation. In consequence, the intended interdisciplinary collaboration between technology and mathematics teachers on programming is largely absent.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0957-7572
1573-1804
1573-1804
DOI:10.1007/s10798-022-09773-y