uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Classroom expressions of knowing technological systems
Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology. (UpCERG)ORCID iD: 0000-0002-3891-3185
2014 (English)In: Disciplinary Knowledge and Necessary Conditions of Learning, UK: University of Oxford , 2014Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The idea of technological systems is potentially powerful for citizens of our society relevant for reasoning, acting and making decisions in relation to societal infrastructures such as water supply, electricity and information systems. Even though we daily interact with and use these systems, what knowing technological systems means in the societal and citizenary context is not well established. Even less is known about what may constitute good teaching for learning. This presentation aims towards explicating critical aspects of knowing technological systems, as it is expressed across various contexts within classroom teaching focusing the area. The analysis is reminiscent of a phenomenographic analysis in that it focuses critical aspects and qualitative differences between expressions, but is unusual in that it derives from a broad array of empirical material: classroom discussions, pupil writings and interviews. Seen across the different contexts, it is clear that the different expressions relevant for the object of learning – technological systems – not easily can be aligned with one phenomenon, at least not in the traditional phenomenographic sense. The identified critical aspects include, but are not restricted to recognising infrastructural relations, functional dependencies, internal–external horizons and information-energy-matter transformations. The subject context (as the technology knowledge domain) and the integration of knowing technological systems emerge as an independent quality.

Place, publisher, year, edition, pages
UK: University of Oxford , 2014.
National Category
Educational Sciences Computer and Information Science
Identifiers
URN: urn:nbn:se:uu:diva-235457OAI: oai:DiVA.org:uu-235457DiVA: diva2:760398
Conference
EARLI SIG 9 Conference on Disciplinary Knowledge and Necessary Conditions of Learning, 2014, September 1–3, University of Oxford, UK
Available from: 2014-09-02 Created: 2014-11-03 Last updated: 2014-11-07Bibliographically approved

Open Access in DiVA

No full text

Authority records BETA

Berglund, Anders

Search in DiVA

By author/editor
Berglund, Anders
By organisation
Department of Information Technology
Educational SciencesComputer and Information Science

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 465 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf