English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In this study we investigate how 11 Swedish technology teachers perceive model functions in technology education. The main reason for investigating model functions in technology is an identified lack of knowledge about, and research studies into, a conscious use of models when teaching technology, even though models are part of technology education in many countries. In order to answer the research question of how technology teachers perceive model functions in technology education, we have used directed content analysis where Nia and de Vries (J Technol Des Educ 27:627–653, 2017) model functions constituted a framework. The teachers connect model functions to two teaching contexts:  Design process  and  Explain and facilitate understanding of technological solutions.  Model functions are understood as parts of the design process which relate to technology/engineering knowledge, a prescriptive way of understanding models. Models are also used to explain and clarify specific technological situations or functions when teaching technology closely related to a scientific, descriptive way of using models. Five of Nia and de Vries model functions are identified in this empirical study. This strengthens the importance of addressing model functions in technological education.

Technology teacher’s perceptions of model functions in technology education