Swedish Technology Teachersâ Understandings of Computer Programming as Modelling

Helen Brink

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Chapter 11 Swedish Technology Teachersâ Understandings of Computer Programming as Modelling

äºProgramming and Computational Thinking in Technology Education

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Helen Brink

Helen Brink
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Page Range:: 234â250

DOI:: https://doi.org/10.1163/9789004687912_011

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Abstract

Knowledge about computer programming and knowledge in computer programming are important features in technology education in Swedish compulsory schools, and therefore mentioned in the technology syllabus. Knowledge about computer programming is necessary to understand the contemporary world we live in, where much of the technology is connected and programmed. To develop knowledge in computer programming, pupils can be offered teaching which allows the pupils to program. In this chapter, results from a previous study (Brink et al., 2021) will be discussed, where interviews about models and modelling were conducted with lower secondary school technology teachers. The results reveal that teachers can understand computer programming as modelling in technology education and experience similarities between the two concepts, modelling and computer programming. Implications for teaching practice can be to teach more explicitly when modelling in different modes of representation and when different modes are preferable. This study contributes to development of the body of concepts relevant to technology education.

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Programming and Computational Thinking in Technology Education

Swedish and International Perspectives

ä¸ç¼ï¼ International Technology Education Studies, å·ï¼ 20

Cover Programming and Computational Thinking in Technology Education

ISBN:: 9789004687912

åºçç¤¾:: Brill

å°å·åºçæ¥æ:: 03 Oct 2023

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Chapter 11 Swedish Technology Teachersâ Understandings of Computer Programming as Modelling

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