Virksomhedsformer og teknologibegreber fra læseplan til praksis i og på tværs af tre fag

Abstract

Technology understanding is rapidly entering the Danish schools. Therefore, it is important to examine what is in the concept when it goes into different subjects. In this article, we examine the didactical transposition of activity forms and concepts of technology from steering documents to practical teaching. This is done with the context of the developmental project named “Børnene i Robotbyen på fire faglige udvilingsskoler”, where teaching in technology understanding was developed, tested, and evaluated within the subjects Danish, Mathematics and Nature/Technology. Findings show that the curriculum descriptions in all subjects has a narrow view on both technology concepts and activity forms, while this broadens in the implemented teaching. It is discussed, if such a narrow view makes the concepts of technology loose sense to the students. The research draws a picture of teachers making a didactical transposition and a broadening of the concept of technology and the activities within this.