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Reading: Elementary School Students’ Understandings of Technology Concepts

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Elementary School Students’ Understandings of Technology Concepts

Authors:

Robert S. Davis ,

Queensland University of Technology, AU
About Robert

With the Centre for Mathematics and Science Education, Queensland University of Technology, Kelvin Grove, Australia.

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Ian S. Ginns,

Queensland University of Technology, AU
About Ian
With the Centre for Mathematics and Science Education, Queensland University of Technology, Kelvin Grove, Australia.
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Campbell J. McRobbie

Queensland University of Technology, AU
About Campbell

With the Centre for Mathematics and Science Education, Queensland University of Technology, Kelvin Grove, Australia.

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Abstract

Elementary school teachers and teacher educators have expressed concerns about what students learn as they engage in design and technology activities. This study was designed to identify students’ understandings of selected technology concepts, and changes in those understandings across a range of age levels corresponding to grades 2, 4 and 6 at elementary school. Following an extensive interview program and subsequent data analysis, it is argued that commonalities and variations in understandings exist within and across age levels. The identification of these commonalities and variations is examined for their implications for classroom teachers, the development of more appropriate design and technology programs, and preservice and inservice teacher education.

How to Cite: Davis, R. S., Ginns, I. S., & McRobbie, C. J. (2011). Elementary School Students’ Understandings of Technology Concepts. Journal of Technology Education, 14(1), 35–50. DOI: http://doi.org/10.21061/jte.v14i1.a.3
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Published on 22 Sep 2011.
Peer Reviewed

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