1,720,981 research outputs found
The Ginner Handbook of Technology Education : Some Theses about Technology, School and Society
No full textThomas Ginner har under många år arbetat med att befrämja en god teknikundervisning i skolan på olika sätt. I samband med hans pensionering ger vi ut denna vänbok med en samling texter skrivna av några av Thomas närmaste vänner och kollegor i Sverige, Holland, Storbritannien och Nya Zeeland: Ginners teknikdidaktiska handbok. Syftet med boken är att med hjälp av dessa forskare inom fälten teknik och didaktik i vid mening ge ett ”ginnerskt” kunskapsbidrag till förståelsen av tekniken i skolan och samhället – för nuet men också för framtiden!Thomas Ginner has been promoting good technology education in schools in various ways for many years. In connection with his retirement we publish this so-called friend book (Swedish vänbok) with a collection of texts written by some of Thomas’ closest friends and colleagues in Sweden, Holland, Great Britain and New Zealand: The Ginner Handbook of Technology Education. The purpose of the book is to contribute with “Ginnerian” knowledge to the understanding of technology in school and society with the help of these researchers within the fields of technology and education, broadly defined – for the here and now but also for the future
The Ginner Handbook of Technology Education : Some Theses about Technology, School and Society
No full textThomas Ginner har under många år arbetat med att befrämja en god teknikundervisning i skolan på olika sätt. I samband med hans pensionering ger vi ut denna vänbok med en samling texter skrivna av några av Thomas närmaste vänner och kollegor i Sverige, Holland, Storbritannien och Nya Zeeland: Ginners teknikdidaktiska handbok. Syftet med boken är att med hjälp av dessa forskare inom fälten teknik och didaktik i vid mening ge ett ”ginnerskt” kunskapsbidrag till förståelsen av tekniken i skolan och samhället – för nuet men också för framtiden!Thomas Ginner has been promoting good technology education in schools in various ways for many years. In connection with his retirement we publish this so-called friend book (Swedish vänbok) with a collection of texts written by some of Thomas’ closest friends and colleagues in Sweden, Holland, Great Britain and New Zealand: The Ginner Handbook of Technology Education. The purpose of the book is to contribute with “Ginnerian” knowledge to the understanding of technology in school and society with the help of these researchers within the fields of technology and education, broadly defined – for the here and now but also for the future
The Ginner Handbook of Technology Education : Some Theses about Technology, School and Society
No full textThomas Ginner har under många år arbetat med att befrämja en god teknikundervisning i skolan på olika sätt. I samband med hans pensionering ger vi ut denna vänbok med en samling texter skrivna av några av Thomas närmaste vänner och kollegor i Sverige, Holland, Storbritannien och Nya Zeeland: Ginners teknikdidaktiska handbok. Syftet med boken är att med hjälp av dessa forskare inom fälten teknik och didaktik i vid mening ge ett ”ginnerskt” kunskapsbidrag till förståelsen av tekniken i skolan och samhället – för nuet men också för framtiden!Thomas Ginner has been promoting good technology education in schools in various ways for many years. In connection with his retirement we publish this so-called friend book (Swedish vänbok) with a collection of texts written by some of Thomas’ closest friends and colleagues in Sweden, Holland, Great Britain and New Zealand: The Ginner Handbook of Technology Education. The purpose of the book is to contribute with “Ginnerian” knowledge to the understanding of technology in school and society with the help of these researchers within the fields of technology and education, broadly defined – for the here and now but also for the future
Talet om tekniska system : förväntningar, traditioner och skolverkligheter
No full textI samhället uppmärksammas tekniken för sin ökande komplexitet och systemiska karaktär. l vilken mån avspeglar sig detta i skolans teknikämne? Denna avhandling berör undervisning om tekniska system i ett skolperspektiv, med det huvudsakliga syftet att undersöka hur undervisning om tekniska system tas upp till behandling i skolan. Den övergripande frågeställningen är: Hur har skolan hanterat den didaktiska uppgiften att utveckla ett undervimingsområde om tekniska system? Avhandlingen är en monografi som bygger på delstudier av tre arenor med relevans för skolan. De tre arenorna omfattar huvudsakligen nationella styrdokument, läromedel respektive lärares arbete. Resultaten pekar bland annat på att tekniska system successivt förstärkts som undervisningsinnehåll i styrdokument och läromedel sedan slutet på 1970-talet. Denna förändring har skett parallellt med att teknikämnets beskrivning förändrats i grundskolan. I öäverenstämmelse med modern teknikfilosofi har teknik i skolsammanhang i allt högre grad kommit att framställas som en egen kunskapskultur och inte som en del av naturvetenskaperna. Detta har varit förutsättningar för att tekniska system har kunnat etableras som innehåll. Diskursen talet om tekniska rys/em har dock skiftat i karaktär över tiden. Gemensamt för de tre arenorna är att två hegemoniska diskurser har hämmat introduktionen av tekniska system. För det första teknikundervisningens egen fascination för enkla artefakter och, för det andra, en dominant naturvetenskaplig diskurs. Härmed fokuseras undervisningen på systemens komponenter, snarare än mot systemnivån. Så tenderar t.ex. undervisning om energisystem att handla om energiomvandlingar eller kemiska reaktioner, istället för systemens uppbyggnad, funktioner, eller dess relationer till människor och samhälle. Avhandlingen visar även att tekniska system framställs som faktiskt existerande och inte som mentala konstruktioner vars gränser måste bestämmas. Produktions- och transportsystem ges framträdande positioner i teknikinnehållet. Tekniska system belyses snarare som något som påverkar omgivningen, än att de är möjliga att påverka. Överlag finns en brist på systembegrepp. Dock har styr- och reglerteknik nått en viss position. 1 avhandlingen visas även hur människans roll relativt systemen tas upp och, i samband med detta, hur ett etiskt och politiskt tema vuxit fram inom arenornas teknikdiskurs. Temat har medborgerliga förtecken och tar sina motiv från en strävan mot en hållbar utveckling. Utifrån en teknikhistorisk emfas används argument för att eleverna bör studera tekniska systems framväxt och förändring.In our society technology is becorning increasingly complex. Technological systems are now part of our evetyday lives. To what extent is this reflected in the Technology subject? This dissertation concerns education and has the aim of investigating how technological systems are treated in the Swedish school system. The overarching question is: How has the Swedish compulsory school dealt with the pedagogical challenge of det'eloping miject content about technological systems? To answer this question, the discourse of school talk on technological systems across three different school arenas has been the focus of the study so that pedagogical challenges and historicallayers relating to the discourse can be outlined. The three school arenas are the formulation, mediation, and realisation arena. They mainly encompass national curriculae, text books and teachers work, respectively, from 1980 to 2009. On the realisation arena an interactive method has been used where the researcher collaborated with a team of teachers in a lower secondary school for two years. The results are presented in two ways. First, a set of offered companion meamngs found in the expressions on the arenas are presented. The compamon meamngs emanate from three kinds of rules regolating the discourse: educational focus, system languages and curriculum emphases. Second, each arena is discussed in detail. These discussions were arrived at by feeding the categories of compamon meamngs back into the analysis process as a tool to clarify themes, orders of discourse and changes over time. On the arenas subject content relating to technological systems has successive ly strengthened its position and can be found on several curricular levels. This shift is made possible by new descriptions of technology as a distinct field of knowledge, thus affecting the view of the school subject Technology. In a Swedish context this meant dissociation from the natural sciences. Two hegemonic discourses that make the pedagogical challenge to introduce technological systems more difficult have also been found: the hegemony of the artefact and the hegemony of science. The first relates to the subject's internal interest for small products and components. The second is based on a scientific precedence where Technology is used as an arena for the illustration of scientific laws and rules. Both hegemonies have the effect of directing the educational focus away from the systernic issues around the technology at hand. The search for answers is turned inwards and downwards in the systemic hierarchy. On the other hand, production systems and controi technology have established a position in the discourse. An emerging political and ethical theme concerned with the relation between citizenship, sustainable development and technology has forwarded a systems approach.Avhandlingen finns även som talbok, TPB-nr: CA01926.</p
Understanding Technological Systems : Classroom Implications for a Systems Approach
No full textProblematising the interpretation of "a systems approach" in technology education, the text focuses on two aspects of the system concept that we find relevant to design and technology education.One is from a socio-cultural view on systems using national curricula as examples. The other has a cognitive stance with a focus on design. When studying different nation´s technology curricula we find two predominant views to a systems approach. It is strongly linked to production and seems to hold a single direction attitude of technology influencing society and environment. The role of a systems approach as a cognitive tool when designing is discussed in respekt to the understanding of structure and function of tecknological complexes. Our intention is to show how the use of a conscious systems approach facilitates both the analysis and the design of technological systems. We also argue for an anti-atomistic approach to learning technology, where the level of detail, the function and the limitations of the system are vital factors.</p
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Technology Education for Systems Thinking and Sustainability : What Swedish Pre-Service Technology Teacher Students Know About Technological Systems
No full textResearch in the history and sociology of technology in the last decades has shown that technological systems have partly different characteristics and dynamics compared to single objects and artefacts. It is therefore pivotal that technology education incorporates a systems perspective. The Swedish technology curriculum for compulsory school (ages 7-16) has integrated systems content for nearly 20 years. Although studies indicate that pupils can understand systems structure to some extent the more complex aspects are still difficult to grasp. This may be a result of high demands in the curriculum but also the fact that technology teaching is lacking in this regard, because studies show that Swedish compulsory school technology teachers do not have a very developed understanding of technological systems. Although there have been no Swedish studies of systems in relation to teacher education, there is good reason to believe that teachers’ understanding of systems at least partly has to do with their training, while it may also have to do with other factors such as prior other education. In this paper we report on a pre-study made to investigate how pre-service technology teacher students understand technological systems, their dynamics and evolution. The following research questions are posed: How do pre-service technology teacher students understand technological systems, their dynamics and evolution? What is difficult for them to understand? How can technology teacher education about systems be improved? We collect empirical material by conducting in-depth surveys with five Swedish pre-service technology teacher students and analyse the material by using a hermeneutic method. Theoretically we rely on research on technological systems within the philosophy, sociology and history of technology as well as technology education.</p
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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