Teknologiforståelse - en sammenhængende faglighed

En beskrivende analyse af 110 undervisningsforløb

Abstract

This paper examines, based on 110 courses from the ongoing Experiment with technology comprehension (teknologiforståelse) (UVM 2018-2021), whether coherent professionalism has been developed and/or if there can be identified fractures between four core competence areas in an independent subject and as integrated in current school subjects. The study is based on systematic counts of didactic categories linked to 110 courses produced in the project. The result point to that coherent professionalism appears in those courses, but also that there can be identify fractures and different directions in the independent subject and as integrated in current school subjects.