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Swedish and International Perspectives
In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
Swedish and International Perspectives
In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.
Key Terms and Concepts in Teaching and Learning
Series Editor:
This series features short handbooks focusing on the special language used in a wide variety of educational disciplines ranging from science education to educational leadership. Possessing an understanding of the unique vocabulary within a scholarly domain is vital to foster shared communication for those who wish to understand a discipline and even more important for those who wish to contribute to it. This is particularly true for those new to the academic language of a particular educational arena. Each book in the series may be seen as a set of very short stories introducing a particular discipline in education.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
The featured terms in each volume have been selected for their relevance and their potential to be defined uniquely within a particular educational field. The key terms are discussed on one page with a brief introductory definition for quick reference followed by a longer, expanded discussion supported by references. The index in each book includes links encouraging readers to explore related terms and concepts and thus gain additional information and context.
Authors are cordially invited to submit proposals and/or full manuscripts to the Acquisitions Editor, John Bennett.
Series Editor:
Mathematics Teaching and Learning is an international book series that aims to provide an important outlet for sharing the research, policy, and practice of mathematics education to promote the teaching and learning of mathematics at all school levels as well as teacher education around the world. Issues related to mathematics teaching and learning are not limited to any specific regions. In fact, they often become the focus of educational reform in many education systems around the globe. The book series strives to address different aspects, forms, and stages in mathematics teaching and learning both in and out of classrooms, their interactions throughout the process of mathematics instruction and teacher education from various theoretical, historical, policy, psychological, socio-cultural, or cross-cultural perspectives. The series features books that are contributed by researchers, curriculum developers, teacher educators, and practitioners from different education systems.
Transforming Pedagogy alongside First Peoples of Remote Australia
Author:
First Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Transforming Pedagogy alongside First Peoples of Remote Australia
Author:
First Peoples living in remote Australia are educated in two worlds. The future of bush food enterprises in outstations in Utopia depends on the successful transfer of intergenerational knowledge. High school girls respectfully inquire about how to harvest and process important cultural materials from country. Students, senior women and young men strengthen their connections to self, kinship and culture and share responsibility to care for country.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Careful collaboration with First Nations people creates opportunities to provide mathematics education which complements and is informed by the work that already exists in the local school community. Consultation with assistant teachers, students, and other community members creates opportunities to validate Indigenous pedagogies in mathematics education.
Decolonising Mathematics Education explores and responds to student interest in managing and harvesting akatyerr (desert raisin). Transforming pedagogy enables the students to respond more broadly to the needs of Utopia Eastern Anmatyerr and Alyawarr people to price and sell this important bush food. Income generated from the enterprise is modest, however the skills of a small start-up business have been applied to many learning opportunities that exist in the local community.
Abstract
This article chronicles the implementation of virtual dissection and redesign activity as part of a special summer programme for a undergraduate year 1 engineering course on thermodynamics and energy systems. Students were tasked to perform a virtual dissection of a mosquito trap to identify the components and establish their functionalities, then ideated areas of improvement of the existing design through the 3D CAD model. Thereafter, students spent the remainder of the programme deriving and building possible designs, where they rapid prototyped their own version of the mosquito trap. The activity culminated with a challenge where their prototypes were subjected to actual site testing to establish the prototype’s efficacy. This case study explores the cohesion between design thinking, design processes and integrated STEM learning through the analysis of the field notes, video artefacts, online collaborative worksheets, and completed prototypes, shedding light on the affordance of the design activity on integrated STEM learning.
Abstract
The integration of biomimicry with the biology subject was proposed as a teaching approach that was a productive way to support a group of pre-service teachers to teach STEM. This article focuses on the pre-service teachers’ perceptions of biomimicry, designing, and transformation of the design to teach STEM procedures. The study was set up in the context of a compulsory course during pandemics. A qualitative case study was used. The data were collected and analyzed by using descriptive and inductive thematic analysis. For the findings, the majority of pre-service teachers perceived biomimicry by connecting it to the basic knowledge of evolution theory. Two main approaches of noticeable biomimicry design which were performed by the pre-service teachers consisted of identifying problems to biology, and examining nature to design. This study has implications for educators trying to establish biomimicry activities to support and develop science teachers to take on the challenge in STEM teaching.
Author:
Abstract
Design thinking is interpreted and implemented in various ways as detailed by the five articles in this special issue. Besides offering a summary of the five articles, this editorial commentary advocates for the need to view design thinking more holistically by considering the larger system in which the solution resides and also giving thought to the end-point of design thinking cycles.
Abstract
Most STEM curricula focus on problem-solving an authentic issue. However, design-centric STEM curricula have been addressed to a lesser extent. This article reports on findings from a case study on a group of students that have conducted a STEM inquiry project to problem-solve an authentic issue. The STEM inquiry transition to design-centric STEM was organically derived from the interactions between the teacher and students. Qualitative data analysis of the students’ interviews, written reports and reflections was conducted using a prescriptive list of codes that categorises different types of knowledge in 21st century learning. The findings showed students’ content, meta, and humanistic learning outcomes during problem-centric inquiry, and other humanistic outcomes during design-centric inquiry. Implications on integrated STEM curriculum design and contributions to the STEM education literature on the potential diverse affordances of different centricities of STEM curriculum are discussed.
Abstract
Design thinking has gained increasing importance in addressing the challenges faced in diverse fields. Even so, although various concepts and definitions of design thinking have been discussed in the previous literature, it still seems to be a vague area where researchers have a limited understanding of its process and methodologies and how it can be utilized effectively. Meanwhile, education is one of the domains where design thinking has been adopted; however, educational researchers still need to work on defining what it means to design thinkers in teaching and learning contexts. To address these challenges, this review research comprehensively investigates research trends in design thinking in and out of education during the past 20 years. Conducting a scientometric analysis and visualization, how design thinking has been developed was explored, comparing key topics and research evolution in education with those in non-educational domains. Implications derived from the findings are addressed.
Author:
Abstract
This article reports on a 6th-grade society-centred design activity, where students designed a new sustainable town with the goal of at least 50% renewable energy sources. The activity addressed both learning about and learning through design, together with designing for new directions. Through a case study methodology, students’ learning about design was apparent in their iterative processes of problem scoping, idea generation and modification, balancing of benefits and trade-offs, and reflections on and improvements of design features. Disciplinary content knowledge and applications emerged as students worked with renewable energy data and community needs, applied spatial reasoning in positioning town features, and considered budgetary constraints in reaching their “best” design. Students’ responses to how they applied mathematics and science included using the grid coordinates in their planning, meeting given constraints and conditions, coordinating the various town features, using properties of renewable energy sources, and taking into account the nature of the landscape. Reference to empathy and aesthetics were included in the students’ responses. Their design critiques revealed how they could identify positive and negative aspects of their own and their peers’ designs.