Affordances of models and modelling - a study of four technology design projects in the Swedish secondary school

Oct 15, 2026

This study investigates affordances of models and modelling in design projects within Swedish technology education. Four Swedish technology teachers participated in narrative, qualitative interviews to describe successful student projects using models. Although the number of informants was small, the data were rich, yielding detailed student sequences beyond teachers’ planned intentions. An inductive analysis identified seven affordances, including solution variation, representing ideas, communication, making processes visible, trial-and-error learning, and peer inspiration, with implications for creativity and reflection.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Design process, models and modelling

Affordances of models and modelling: a study of four technology design projects in the Swedish secondary school Björn Citrohn, Linnaeus University, Sweden Karin Stolpe, Linköping University, Sweden Maria Svensson, University of Gothenburg, Sweden Jonte Bernhard, Linköping University, Sweden Abstract This study aims to investigate affordances of models and modelling in design projects in technology education. To learn more about affordances when working with models and modelling, four Swedish technology teachers were interviewed using a narrative approach. Despite a small number of informants data were rich, containing detailed descriptions of sequences where students used models and modelling in ways not planned by the teachers. By using a qualitative, generic inductive approach, the narrative interviews revealed seven different affordances of models and modelling in the projects: Seeing different solutions; Finding possibilities and limitations in solutions; Representing an idea, structure or function; Communicating solutions with drawings; Making problems and solutions visible; Trial and error and learning from mistakes and finally Taking inspirations from each other’s solutions. Some conclusions and implications of the study are that when the students can see and use a wide variety of materials when modelling, they are more creative in finding solutions to design problems. The use of conceptual design in schools, leading to students performing trial and error using models to solve problems, might also be connected to the importance of a variety of materials. In the study, teachers describe how their students used models, trying different solutions, representing ideas, and trying, failing and trying again. All these modelling activities are important parts of a design process and might prove that the doing itself is a process of reflection. Keywords Models, Modelling, Design project, Affordances, Technology Education Introduction Learning to solve technological problems, as well as learning how to use a design process to solve these problems, are central to many countries’ school technology curricula. Models and modelling play an important role in design processes by enabling testing of the qualities and capabilities of a solution and developing it further. However, we need more knowledge about the use of models and modelling in design projects in technology education in compulsory schooling. In order to learn more about models and modelling, this study examines technology teachers’narratives about successful design projects performed with their students. These narratives could be an important contribution to the knowledge about affordances of models and modelling in a design process. Affordances can be described as action possibilities (Norman, 1988) . Thus, what possibilities do models and modelling offer to students in the development of technological knowledge in a design process? In a research project of which this study is the third, we aim to deepen and expand knowledge about the use of models and modelling in the school context. In prior studies, we examined technology teachers’ perceptions of model functions in technology education (Citrohn & Svensson 2022) and the use of models and modelling in classroom design projects (Citrohn et al., 2022) . While the first study was about teachers’perceptions, the second study examined what actually happened and what was discussed about models in technology classrooms. There is also prior research concerning models and modelling in for example, the nature and properties of models were investigated by Nia and de Vries (2017), leading to a framework for analysing models: ‘the dual nature of models’, consisting of an intrinsic and an intentional nature. An investigation of models and modelling in industrial design led to a classification of physical models like Soft model, Hard model and Presentation model (Isa & Liem, 2014) . A study of models and modell

FAQs

What is the aim of the study on models and modelling?

The study aims to investigate affordances of models and modelling in technology design projects in Swedish secondary school education.

How were data collected in this research?

Four Swedish technology teachers were interviewed using a narrative approach, and the analysis used a qualitative, generic inductive method.

What affordances were identified in students’ use of models?

Seven affordances were identified, including seeing different solutions, finding possibilities and limitations, representing ideas, communicating via drawings, making problems and solutions visible, learning through trial and error, and taking inspiration from peers.

Oct 15, 2026

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