Hands-on material in technology education: the first cycle of a learning study

Veronica Bjurulf
The Department of Social and Welfare Studies, Linköping University, Sweden

Ladda ner artikel

Ingår i: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012

Linköping Electronic Conference Proceedings 73:10, s. 89-95

Visa mer +

Publicerad: 2012-06-18

ISBN: 978-91-7519-849-1

ISSN: 1650-3686 (tryckt), 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


Björkholm; E. (2011). Developing technological knowledge in primary school - a teacherresearcher collaboration study. In K. Stables; C. Benson & M. de Vries (Eds.); Perspectives on Learning in Design & Technology Education (pp. 92-97). London: Goldsmiths University of London.

Gustavsson; L. (2008). Att bli bättre lärare. Hur undervisningsinnehållets behandling blir till samtalsämne lärare emellan. (Umeå universitet: Doktorsavhandlingar inom den nationella forskarskolan i pedagogiskt arbete; no. 12). Dissertation; Umeå: Umeå universitet.

Hedkvist Manninen; A. (2010). Ett nytt pedagogiskt material!: 4DFrame; hur kan man arbeta praktiskt med det? Södertörn: Södertörns högskola.

Kullberg; A. (2010). What is taught and what is learned: Professional insights gained and shared by teachers of mathematics (Göteborg studies in educational sciences; no. 293 Dissertation; Göteborg: Göteborgs universitet.

Ling; L. M.; & Marton; F. (2012). Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design. International Journal for Lesson and Learning Studies; 1(1); 7-22.

Lo; M. (2009). The development of the learning study approach in classroom research in Hong Kong. Educational Research Journal; 24(1); 165-184.

Marton; F.; & Ling; L. M. (2007). Learning from “the learning study”. Tidskrift för lärarutbildning och forskning; 14(1). (s 31-44)

Marton; F.; & Morris; P. (Eds.). (2002). What matters?: Discovering critical conditions of classroom learning. (Göteborg studies in educational sciences; no. 181). Göteborg: Göteborgs universitet.

Marton; F.; & Tsui; A. B. M. (Eds.). (2004). Classroom discourse and the space of learning Mahwah; NJ: Erlbaum.

Pang; M. F.; & Ling; L. M. (2011). Learning study: Helping teachers to use theory; develop professionality and produce new knowledge to be shared. Instructional Science; DOI: http:// dx.doi.org/10.1007/s11251-011-9191-4

Rovio-Johansson; A. (1999). Being good at teaching: Exploring different ways of handling the same subject in higher education (Göteborg studies in educational sciences; no. 140). Dissertation; Göteborg: Göteborgs universitet.

Runesson; U. (1999). Variationens pedagogik: Skilda sätt att behandla ett matematiskt innehåll. (Göteborg studies in educational sciences; no. 129). Dissertation; Göteborg: Göteborgs universitet.

Skolverket. (2011). Läroplan för grundskolan; förskoleklassen och fritidshemmet; Lgr11 Stockholm: Skolverket.

Vikström; A. (2005). Ett frö för lärande: En variationsteoretisk studie av undervisning och lärande i grundskolans biologi (Luleå tekniska universitet; no. 14). Dissertation; Luleå: Luleå tekniska universitet.

Wernberg; A. (2009). Vad elever förväntas lära sig; vad görs möjligt för dem att lära och vad de faktiskt lär sig under lektionerna. (Umeå universitet: Doktorsavhandlingar inom den nationella forskarskolan i pedagogiskt arbete; no. 20). Dissertation; Umeå: Umeå universitet.

Citeringar i Crossref