Hvordan kommuniserer lærere med elevene i teknologiprosjekter?

Abstract

Inquiry-based methods have been seen as important for developing science in school. There are good reasons why the work of designing various technological devices in technology should also be part of inquiry-based methods. If so, it requires that the teachers have an exploratory approach in communicat-ing with students. In this paper, we analyze the communication between teachers and students in six technology projects. The main pattern is that teachers act instructively to students or try to convince them to use a solution the teacher has planned in advance. Exploratory and moderating communication were less frequent. This is contrary to the intention of inquiry-based methods. However, discussion of conceptual topics seems to provide a more exploratory approach from teachers compared to procedural topics. Likewise, active students, who themselves try to come up with solutions to the challenges, seem to contribute to a more exploratory approach from the teachers. The same goes for tasks that are so open that teachers will not be able to plan for solutions in advance. No school scientific concepts in natural science were used in the discussions between teachers and students.