Veronica Bjurulf
The Department of Social and Welfare Studies, Linköping University, Sweden
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Published in: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 73:10, p. 89-95
Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
The aim of this paper is to describe the first cycle of a learning study in technology education; using a hands-on material; in a Swedish preschool class; i.e. pupils at the age of six. The study was conducted by three teachers and two researchers during fall 2011. Within a learning study; the pupils’ learning is in focus in order to find out the opportunities and obstacles in teaching. The teachers and researchers are working in close cooperation when planning; observing; analysing and revising a specific lesson in which a specific learning object is dealt with. The learning study described in this paper; was carried out with starting-point in the revised Swedish curricula; launched in fall 2011. The results show that the use of a hands-on material may obstruct the view of the learning object; if the pupils are not able to manage the material. The results also indicate that an unsupported practical oriented task could prevent the intended learning object to appear for the pupils.
Framed structures; learning content; learning study; preschool class; technology education
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