[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600343-105":59,"doc-detail-600343-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-framework-for-analyzing-technological-knowledge-in-school-design-projects-using-models","A Framework for Analyzing Technological Knowledge in School Design Projects Using Models","","A framework for analyzing technological knowledge emerging from school design projects is investigated and further developed. The study targets what technological knowledge, linked to physical models, arises from common Swedish secondary school design projects. Using deductive content analysis of video-recorded classroom work with three teachers and 70 students, four knowledge categories are identified and a fifth, Technological research capabilities, is added. Implications guide teachers in selecting limited time projects.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-framework-for-analyzing-technological-knowledge-in-school-design-projects-using-models/600343/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-framework-for-analyzing-technological-knowledge-in-school-design-projects-using-models/600343.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"It asks what technological knowledge associated with physical models emerges from design projects common in Swedish secondary schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the framework applied in the study?",{"text":117,"@type":113},"The framework is used to analyze three common Swedish secondary school design projects, with classroom work video-recorded by a self-following robot camera.",{"name":119,"@type":110,"acceptedAnswer":120},"What technological knowledge categories are found?",{"text":121,"@type":113},"Four categories are identified: Technical skills, Technological scientific knowledge, Socio-ethical technical understanding, and Engineering capabilities, and a fifth category is added: Technological research capabilities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600343,1792193231,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A framework for analyzing technological knowledge in school design projects including models  \nBjörn Citrohn, Linköping University, Sweden  \nAbstract  \nThis study investigates, and further develops, a framework for analyzing technological knowledge emanating from school design projects; a framework that has the potential to be used as a tool for teachers when choosing and planning design projects. The study also intends to answer the research question: What technological knowledge, associated to physical models, emanates from design projects common in Swedish secondary schools. To answer the research question, the framework is used to analyze three design projects common in Swedish secondary schools. The design projects were video-recorded during actual classroom work by using a self-following robot camera. The projects involved three teachers and 70 students in grades 7, 8 and 9. Deductive content analysis of the video-recordings revealed that technological knowledge from four categories – Technical skills, Technological scientific knowledge, Socio-ethical technical understanding and Engineering capabilities – within the framework emanated from the three projects. A new category of technological knowledge was also found, namely Technological research capabilities. This fifth category is related to the capability to search for, and interpret, information about solutions when doing a design. An implication of the conducted study is that design projects are important to enable development of technological knowledge in the school subject technology. However, considering the amount of time a design project requires, there is only room for a few projects in secondary school. Therefore, technology teachers have to carefully choose and combine projects to educate technological literate citizens as well as prepare students for studies and future careers within engineering and technology.  \nKeywords  \nTechnological knowledge, Models, Design projects, Technology Education.  \nIntroduction  \nTechnology can be defined as the use or the making of artefacts (Mitcham, 1994) . Artefacts are produced as the result of design processes, in which technological knowledge is important (de Vries, 2005) . Thus, technological knowledge, with a focus on the ability to design artefacts, is important to the curricula in many countries (Norström, 2015) . To cater for these curricula aims it is customary for teachers to carry out design projects in their classes to develop the technological knowledge students use in design. Thus, it could be beneficial for teachers and the development of technology education to investigate common school design projects, and the technological knowledge that emanates from them.  \nIn order to perform a study of design projects, definitions of concepts being used are important since the definitions might be different in a school context than in other contexts. A design project is an activity whereby students develop a technological solution to a problem. This problem is often presented by the teacher. The solution is often presented in the form of a physical model, which is supposed to be presented, or tested, at the end of the project. Models  \ncan be used to analyze and evaluate solutions with regards to the goals and intended functions stated in the problem (de Vries, 2005) . In the context of this study a model is a physical model, built using everyday materials that represent the final product, but is simpler and lacks many features compared with the intended final product (Citrohn et al., 2022) . Thus, the final product is often a thought product that the students are, sometimes, supposed to be able to describe using their physical model, sketches, or drawings. To create the model a design process is used. A design process is defined as a process whereby students develop and test ideas for the solution of a technological problem using a model of a final product.  \nIn Sweden, teachers have considerable freedom to design th","cbCaitNOp4oVU09o","https://ap.wps.com/l/cbCaitNOp4oVU09o","pdf",408580,16,"English","# Abstract\n# Keywords\n# Introduction\n## Key concepts: design projects and models\n## Swedish curriculum context and teacher choice\n## Research gap and study aim","[{\"question\":\"What research question does the study address?\",\"answer\":\"It asks what technological knowledge associated with physical models emerges from design projects common in Swedish secondary schools.\"},{\"question\":\"How is the framework applied in the study?\",\"answer\":\"The framework is used to analyze three common Swedish secondary school design projects, with classroom work video-recorded by a self-following robot camera.\"},{\"question\":\"What technological knowledge categories are found?\",\"answer\":\"Four categories are identified: Technical skills, Technological scientific knowledge, Socio-ethical technical understanding, and Engineering capabilities, and a fifth category is added: Technological research capabilities.\"}]","A Framework for Analyzing Technological Knowledge in School Design Projects Using Models | PDF",1792090501]