Uoverensstemmende overensstemmelse

En narrativ fortolkning af epistemologiske og fagdidaktiske forståelser af teknologiforståelse som fag

Abstract

Experiments with technological literacy in public schools have partly unfolded as a development of prototypes, by professional educators. However, it has not been examined which epistemological and subject-didactic perspectives they rely on. The research question of this articles is:

What epistemological and subject didactic understandings are represented in selected course- description, and how are these expressed?

Methodologically, narratives are selected from grade 1-9, based on a structural analysis.

The interpretation relies on Ricoeur's critical-hermeneutical narrative framework and consists of a configuration (mimesis 2) of the selected prefigured (mimesis 1) narratives. Text-elements and plots are identified and interpreted due to the research question. The interpretations draw explanatory elements from steering-documents and focus-group interviews with the authors of the course descriptions and include elements from the theoretical framework.

Based on the interpretation, the school subject-didactic contributions of the results are discussed.