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  • 1.
    Stoor, Markus
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Popov, Oleg
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Societal Aspects of Technology: The Swedish Lower Secondary School Curricula in International Comparison2021In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 28, no 2, p. 140-148Article in journal (Refereed)
    Abstract [en]

    The future of humanity depends heavily on the technological decisions and choices we make. To prepare the young generation for participating in these decisions the Swedish school technology curriculum includes study of societal aspects of technology. However, evidence coming from the classroom observations shows that teaching of these aspects is almost absent in lower secondary school (age 13-15-year) technology education in Sweden. In order to give an international perspective on the presence and emphasis on societal aspects of technology a comparative curricular study has been made. The comparison has aimed at describing the corresponding content in the curricula, in which subjects it is found, how it relates to design and making and finally how much flexibility the syllabi offer to the teachers contentwise. The Swedish curriculum has been compared with Norwegian, Finnish and Estonian curricula. The study shows that in Finnish Educational Sloyd and Norwegian Arts and Crafts the societal content is closely linked to design and making. The findings also reveal there are apparent similarities between the content regarding societal aspects of technology in the Estonian, Norwegian and Swedish Technology subjects, but the Swedish content stands out both as the most extensive and the least design related.

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  • 2.
    Stoor, Markus
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Voll, Liv Oddrun
    Vinnervik, Peter
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Teknologiämnets innehåll i skenet av etablering av tekniskt kunnande2017In: NFSUN Trondheim 2017: Synopsis Book, 2017, p. 246-247Conference paper (Other academic)
    Abstract [en]

    When compared with traditional science subjects, technology has a more fragile position in both Norway (Sanne et al., 2016) and Sweden (Hallström, Hulten & Lövheim, 2013). One way this is displayed in Sweden is through teachers’ uncertainty regarding subject content (Skolinspektionen, 2014). In Norway, many teachers feel that they lack the skills required to teach technology (Sanne et al., 2016). This symposium consists of three contributions each dealing with the problem of establishing a common subject content. The first contribution addresses the relationship between teaching science and technology and presents results from a project where teaching has been designed for the parallel development of scientific and technical knowledge. The second contribution examines the conditions for teaching about technology and society in the form of technology teachers' intentions with their teaching.The final contribution highlights the inclusion of programming in school, a specific example of subject content surrounded by great uncertainty amongst policy makers and teachers. All build upon a way of dividing technological knowledge in three main categories as used by, among others, Dahlin, Svorkmo & Voll (2013), Sanne et al (2016) and Skolverket (2011a).

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