[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601605-105":59,"doc-detail-601605-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","on-young-peoples-experience-of-systems-in-technology","On Young People’s Experience of Systems in Technology","","Immersed in a technologically complex world, young people interpret everyday events through technological systems. The study examines how Swedish young people experience such systems, using interviews focused on transport, energy, and communication, contextualized by bananas, electricity, and mobile phones. A phenomenographic analysis identifies five qualitatively distinct ways of understanding: using single components, using system output, influencing the system, interacting with it, and integrating it. Findings indicate that these understandings shape views of technology’s complex nature and suggest directions for teaching technological citizenship.",{"@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/on-young-peoples-experience-of-systems-in-technology/601605/",{"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/on-young-peoples-experience-of-systems-in-technology/601605.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study?","Question",{"text":112,"@type":113},"To understand how young people experience and conceptualise (socio)technological systems in everyday life, and how that knowledge develops in technology education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which systems are investigated in the interviews?",{"text":117,"@type":113},"Transport, energy, and communication, contextualised through examples such as bananas, electricity, and mobile phones.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the five qualitatively distinct categories of understanding?",{"text":121,"@type":113},"Using single components, using the system output, influencing the system, interacting with the system, and integrating the system.","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},601605,1792908766,{"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":19,"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":41},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","On Young People’s Experience of Systems in Technology  \nMaria Svensson, Ann Zetterqvist and Åke Ingerman, University of Gothenburg, Sweden  \nRESEARCH  \nAbstract  \nImmersed in a technologically complex world, young people make sense of a multi-faceted set of events in everyday life. This article investigates the variation in how Swedish young people experience technological systems and is based on interviews focusing three systems concerning transport, energy and communication – contextualised in relation to bananas, electricity, and mobile phones. A phenomenographic analysis results in five qualitatively distinct categories, describing different ways of understanding technological systems: Using single components, Using the system output, Influencing the system, Interacting with the system, and Integrating the system. The results support that different ways of understanding technological systems implies different ways of understanding the complex nature of technology. The results also point to possible ways of developing teaching for technological citizenship.  \nKey words  \ntechnological system, technology education, phenomenography, citizenship  \nTechnology, humans and systems  \nThe internationally emergent theme of technology in compulsory education emphasizes active citizenship, understanding of the nature of technological artefacts and activities and the interdependency between technology and humans. The purpose of this study is to contribute to the understanding of the development and the qualities of knowledge in such technology education. Our focus concerns how young people experience and conceptualise (socio)technological systems.  \nWe live in a world interwoven with technology, and life intoday’s society presupposes integration with technology – physically in terms of objects and the outcomes of technological processes; intellectually in terms of the knowledge needed to make use of technological objects and processes, as well as the knowledge manifest in their development and function – to the extent that much participation in societal life presupposes a ‘technological citizenship’. Latour (1999) even argues that “ …the relations of humans and nonhumans are so intimate, the transactions so many, the mediations so convoluted, that there is no plausible sense in which artifacts, corporate body, and subject can be distinguished” (p. 197) .  \nThus, having an interest in understanding how people can relate to technology in their daily lives, we cannot do so with the starting point that technology and human are separate. Neither is it meaningful to talk only about individuals’ relationship to technology since the manufacturing of technological objects today is no longer one individual’s work, a whole collective of humans is involved. Latour says:  \nOne finds, of course, longer chains of action in “modern”collectives, a greater number of nonhumans (machines, automatons, devices) associated with one and another, but one must not overlook the size of markets, the number of people in their orbits, the amplitude of mobilization: more objects, yes, but many more subjects as well (Latour, 1999, p. 195) .  \nIn the same vein Mesthene (2003) talks about technology of our age as a social phenomenon that implies new possibilities:  \nTechnology, in short, has come of age, not merely as technical capability, but as a social phenomenon. We have the power to create new possibilities, and the will to do so. By creating new possibilities, we give ourselves more choices. With more choices, we have more opportunities. With more opportunities, we can have more freedom, and with more freedom we can be more human. That I think is new about our age (p. 619) .  \nThis view of technology, as complex, collective and integrated with humans, is closely related to definitions of sociotechnical systems1 , or technological systems as we will refer to them. Thus understanding technological systems offers a powerful way of understanding technology in modern ","cbCaibQm27xgbkEo","https://ap.wps.com/l/cbCaibQm27xgbkEo","pdf",159880,12,"English","# Abstract\n# Technology, humans and systems\n## Purpose and theoretical framing\n## Technological citizenship and non-human–human relations\n## Defining technological systems","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To understand how young people experience and conceptualise (socio)technological systems in everyday life, and how that knowledge develops in technology education.\"},{\"question\":\"Which systems are investigated in the interviews?\",\"answer\":\"Transport, energy, and communication, contextualised through examples such as bananas, electricity, and mobile phones.\"},{\"question\":\"What are the five qualitatively distinct categories of understanding?\",\"answer\":\"Using single components, using the system output, influencing the system, interacting with the system, and integrating the system.\"}]","On Young People’s Experience of Systems in Technology | PDF",1792092948]