Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools

Abstract

Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained very little conceptual knowledge from mathematics and science even when their purpose was to do so. In this paper, we analyse four selected episodes in the material, and discuss the underlying cause for why science and mathematics do not form part of the activity. These underlying causes are conceptualised as: (i) concepts and procedures not being necessary for the purpose, (ii) problem solving better accomplished by other means, (iii) focus on product quality, and (iv) not the right type of knowledge. These reflect fundamental characteristics of the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.