Prototyping in Science
“Det er ikke en bro, hvis det ikke ligner en bro”
DOI:
https://doi.org/10.7146/lt.v10i15.145166Abstract
This article examines how prototyping can be used in science education to promote students' inquiry and modeling skills through a design process where inquiry through digital and analogue technologies plays a role. The article is based on three cases from Danish elementary schools, where students work to create prototypes that function both as ways to investigate filters and manifest manifestations of their design ideas. The case study shows that prototyping not only promotes learning through a hands-on approach, but also strengthens the students' ability to critically choose and use materials in accordance with supporting their research objectives/ as well as express their design idea and aesthetic ambitions. The results further highlight the importance of the teacher's role in supporting and flexible use of both analogue and digital technologies, in order to create meaningful interaction between technology choice, aesthetics and design-based teaching in science education.
References
Auner, S. (2021). Engineering med talentfulde elever. Lokaliseret d. 8. januar på: https://astra.dk/wp-content/uploads/2022/04/st_talentantologi_a4_100s_web_2021.pdf
Auner, S., Daugbjerg, P., Nielsen, K., Sillasen, M. K., Rebsdorf, S. O. & Sørensen, M. J. (2022). Engineering i skolen: hvad, hvordan, hvorfor. Engineer the Future. https://engineerthefuture.dk/media/rtobuj2p/engineering-didaktik_web.pdf
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and engineering teacher, 70(1), 30.
Børne- og Undervisningsministeriet (2019). Fysik/kemi Faghæfte 2019. Lokaliseret d. 8. april 2024 på: https://emu.dk/sites/default/files/2020-09/Gsk_fagh%C3%A6fte_fysikkemi.pdf
Børne- og Undervisningsministeriet (2019c). Geografi Faghæfte 2019. Lokaliseret d. 3. januar 2024 på: https://emu.dk/sites/default/files/2020-09/Gsk_fagh%C3%A6fte_geografi.pdf
Christensen, O., Gynther, K. & Petersen, T. B. (2012). Design-Based Research – introduktion til en forskningsmetode i udvikling af nye E-læringskoncepter og didaktisk design medieret af digitale teknologier. Læring og medier (LOM) nr. 9.
Christiansen, J. L. (2020). Modeller og modellering i grundskolens naturfag. MONA-Matematik-og Naturfagsdidaktik, 20-20.
Dahler-Larsen, P. (2010). At fremstille kvalitative data. 2. udgave. Odense: Syddansk Universitetsforlag. s. 17-35.
Daugbjerg, P., Krogh, L. B., Nielsen, K. & Sillasen, M. K. (2021). Engineering i Gymnasiet: Vidensgrundlag. Lokaliseret d. 15. januar 2024 på: https://engineerthefuture.dk/media/nyrnitcz/engineering_i_gymnasiet_vidensgrundlag.pdf
Ejsing-Duun, S. & Tosca, S. (2017). Betydning af æstetik i elevproduktioner. In B. H. Sørensen, K. T. Levinsen, & H. M. Skovbjerg (Eds.), I Digital produktion: Deltagelse og Læring (s. 99). Dafolo Forlag A/S.
Engineer the Future (n.d.). Engineer the future. Besøgt 30. april, 2024, from https://engineerthefuture.dk/
Flyvbjerg, B. (2010). Fem misforståelser om casestudiet. I S. Brinkmann & L- Tanggaard (Red.) Kvalitative metoder (s. 463-487.) Hans Reitzels Forlag
Goldschmidt, G. (2003). The backtalk of self-generated sketches. Design issues, 19(1), 72-88.
Guyer, P. (2016). 18th Century German Aesthetics. The Stanford Encyclopedia of Philosophy (Winter 2016 Edition), Edward N. Zalta (ed), Lokaliseret 28 juni, 2017: https://plato.stanford.edu/archives/win2016/entries/aesthetics-18th-german/
Lande, M. & Leifer, L. (2009). Prototyping to learn: Characterizing engineering students’ prototyping activities and prototypes. I DS 58-1: Proceedings of ICED 09, the 17th International Conference on Engineering Design, Vol. 1, Design Processes, Palo Alto, CA, USA, 24.-27.08. 2009.
Lim, Y., Stolterman, E. & Tenenberg, J. (2008). The anatomy of prototypes: Prototypes as filters, prototypes as manifestations of design ideas. ACM Transactions of Computer-Human Interaction. 15, 2, Article 7. https://doi.org/10.1145/1375761.1375762
Nielsen, K. & Sørensen, L. B., (2019). Hvorfor undervise i engineering i grundskolen?. Liv i Skolen, Maj. 2019 (2), s. 20-29.
Nielsen, K., Bertel, L. & Sillasen, M. K. (2023). Behov for et tydeligt teknologibegreb: om teknologi og teknologisk dannelse i STEM. MONA-Matematik-og Naturfagsdidaktik, 4, 95-115.
Pedersen, H. S., Hindsholm, M. F., Mikkelsen, M. F., Holmegaard, H. T., Nielsen, K. B., Ulriksen, L., et al. (2023). Børn og unges science-kapital – baselinerapport. Copenhagen, Denmark: VIVE.
Rusmann, A. & Ejsing-Duun, S. (2022) When design thinking goes to school: A literature review of design competences for the K-12 level. International Journal of Technology and Design Education 32, 2063–2091.
Savin-Baden, M. & Major, C. (2013). Observation. I M. Savin-Baden & C. Major, (red.), Qualitative research: The essential guide to theory and practice. (s. 391 - 402). Routledge.
Smith, R. C., Hjorth, M., Loi, D., Iversen, O. S. & Christensen, K. S. (2016, October). Educating the reflective educator: Design processes and digital fabrication for the classroom. I Proceedings of the 6th Annual Conference on Creativity and Fabrication in Education (s. 26-33).
Undervisningsministeriet. (2018). Læseplan for forsøgsfaget teknologiforståelse. https://www.uvm.dk/-/media/filer/uvm/aktuelt/pdf18/181221-laeseplan-teknologiforstaaelse.pdf
Additional Files
Published
How to Cite
Issue
Section
License
Forfatterne og Læremiddel.dk.
Må ikke bruges kommercielt.
