Berit Bungum
The Norwegian University of Science and Technology, Norway
Bjørn-Tore Esjeholm
Finnmark University College, Norway
Dag Atle Lysne
The Norwegian University of Science and Technology / Finnmark University College, Norway
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Ingår i: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 73:12, s. 105-110
Publicerad: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (tryckt), 1650-3740 (online)
The research presented in this paper investigates how conceptual knowledge from mathematics and science is addressed in four extensive cross-curricular teaching projects in different Norwegian schools (year 3-10). Classroom sessions related to the project were videotaped with two cameras recording selected groups of students and one recording the classroom as a whole. Recordings cover a total of ca 250 hours. Selected parts of the material were analysed with regards to communication between teacher and students and within student groups. Results indicate that conceptual knowledge from science is rarely addressed by teachers and students. With some interesting exceptions; this also applies to mathematics. Knowledge discussed by teachers and
We interpret this finding as an effect of two matters: Firstly; technological tasks mainly require technological knowledge rather than science and mathematics in its pure form. Secondly; the conceptual knowledge that is of relevance is not brought to stage due to the strong focus students as well as teachers have on the practical aspects of the student project. From the study we conclude that technology in the Norwegian curriculum should be strengthened as a knowledge domain in itself; and not considered as merely contexts for the learning of conceptual knowledge from other subjects. Links between technology and science/mathematics need to be conceptualised in other ways.
Science and mathematics in technology; cross-curricular teaching; conceptual knowledge
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