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dc.contributor.authorBungum, Berit
dc.contributor.authorEsjeholm, Bjørn-Tore
dc.contributor.authorLysne, Dag Atle
dc.date.accessioned2018-03-06T09:03:05Z
dc.date.available2018-03-06T09:03:05Z
dc.date.issued2014
dc.description.abstractTechnology 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.en_US
dc.description.sponsorshipThis work is undertaken with support from the Research Council of Norwayen_US
dc.descriptionOA Green, author can archive publisher's version/PDF. (Cannot archive post-print) Link to publisher's version: <a href=https://www.journals.uio.no/index.php/nordina/article/viewFile/547/769>https://www.journals.uio.no/index.php/nordina/article/viewFile/547/769</a>en_US
dc.identifier.citationBungum B, Esjeholm B, Lysne DA. Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools. NorDiNa : Nordic Studies in Science Education. 2014;10(1):3-15en_US
dc.identifier.cristinIDFRIDAID 1130368
dc.identifier.issn1504-4556
dc.identifier.urihttps://hdl.handle.net/10037/12254
dc.language.isoengen_US
dc.publisherNorDiNaen_US
dc.relation.journalNorDiNa : Nordic Studies in Science Education
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Matematikk og Naturvitenskap: 400en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.titleScience and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schoolsen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.typeTidsskriftartikkelno


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