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This study examines teacher-student interactions in Swedish secondary school technology education to describe teachers’ support strategies linked to students’ enacted reasoning during design work. Social cultural theory guides the analysis, focusing on scaffolding means and intentions. Data from three classroom observations and stimulated-recall interviews were thematically analyzed by reasoning type, distinguishing means-end and cause-effect reasoning.",{"@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/teachers-scaffolding-strategies-in-relation-to-enacted-verbal-reasoning-in-the-design-process/600412/",{"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/teachers-scaffolding-strategies-in-relation-to-enacted-verbal-reasoning-in-the-design-process/600412.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this study in technology education?","Question",{"text":112,"@type":113},"The study focuses on how teachers’ scaffolding strategies relate to the reasoning students enact during the design process in Swedish secondary school technology education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theoretical perspective and reasoning types are used?",{"text":117,"@type":113},"The analysis uses social cultural theory and frames relevant reasoning as means-end reasoning and cause-effect reasoning.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the data collected and analyzed?",{"text":121,"@type":113},"The study used three classroom observations with three technology teachers, followed by stimulated recall interviews. The data were analyzed using thematic analysis to build strategy themes for each reasoning type.","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},600412,1792165399,{"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":39,"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":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teachers’ Scaffolding Strategies in Relation to Enacted Verbal Reasoning in the Design Process  \nEllinor Hultmark, KTH Institute of Technology, Sweden Susanne Engström, KTH Institute of Technology, Sweden Annica Gullberg, KTH Institute of Technology, Sweden  \nAbstract  \nLearning to reason in the design process is enclosed in the process of learning to design. Hence, in this study, we explore teacher-student interactions with the aim of describing teachers’support strategies in relation to enacted reasoning in the design process in secondary school technology education in Sweden. The study deploys social cultural theory as a lens, with a focus on scaffolding means and intentions of the teacher. Relevant reasoning in the design process is theoretically framed as means-end reasoning and cause-effect reasoning. Empirical data was collected through three classroom observations with three different Swedish secondary school technology teachers, with subsequent interviews with the teachers using stimulated recall. During the observations the students were engage in different design processes. The data was analysed using thematic analysis, where themes as strategies were constructed for each reasoning type from patterns of meaning in teachers’ scaffolding means and intentions. For each reasoning type, teachers employed strategies of decreasing control and increasing control. However, the enactment of these strategies differed in scaffolding intentions and means in relation to what reasoning was verbally enacted. Our findings indicate that teacher-student interactions within the design process in technology education classrooms hold significant meaning and value. This has implications for both teaching and learning in the field.  \nKeywords  \nTechnology education, Design process, Scaffolding, Teacher strategies, Means-end Reasoning, Cause-effect reasoning.  \nIntroduction  \nThis study is an extension of a study presented at the PATT40 conference (see Hultmark, 2023), where the focus has been elaborated. The present study includes one additional observation and interviews using stimulated recall. In addition, scaffolding has been adopted as a theoretical frame.  \nIn education, the presence of supportive teachers is paramount. Lack of support not only affects learning but also impacts students’ confidence and motivation (e.g., Ludwig-Hartman & Dunlap, 2003) . This also applies in technology education. The support provided by the teacher can be of different character, and ranges from for example assignments, instructions, assessment, to interactions. Experienced technology teachers emphasize that the interaction with the students is crucial and stress the importance of not leaving the students alone with their learning (Fahrman et al., 2019) .  \nIn technology education, the design process is an important content and method (Norström, 2016), which the students are supposed to develop capabilities in relation to. However, the emphasis on learning within the design process varies across curricula globally. In the Swedish context, which frames this study, learning to and about design is in focus (Skolverket, 2022) . Within this process, the students must draw successive conclusions through reasoning, moving them forward in the process. Here, reasoning is defined as the process of posing premises to reach a conclusion (Walton, 1990) . Therefore, learning to design entails learning to reason within the process, emphasising the significance of unpacking reasoning in understanding design practice (Cramer-Petersen et al., 2019) . This emphasis on students’ reasoning aligns with global curricula trends (OECD, 2023), underscoring its relevance for both teaching and learning.  \nHowever, regarding teaching, this reasoning can be transient, posing challenges for teachers in elucidating it and providing adequate support. For teachers, it becomes a multifaceted task, requiring constant adaptation to students’ need and real-time situations (Seery et al., 202","cbCairDjpMsfpNcV","https://ap.wps.com/l/cbCairDjpMsfpNcV","pdf",459507,17,"English","# Abstract\n# Keywords\n# Introduction\n## Teacher support and scaffolding\n# Background\n## Teachers’ Support","[{\"question\":\"What is the focus of this study in technology education?\",\"answer\":\"The study focuses on how teachers’ scaffolding strategies relate to the reasoning students enact during the design process in Swedish secondary school technology education.\"},{\"question\":\"What theoretical perspective and reasoning types are used?\",\"answer\":\"The analysis uses social cultural theory and frames relevant reasoning as means-end reasoning and cause-effect reasoning.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"The study used three classroom observations with three technology teachers, followed by stimulated recall interviews. The data were analyzed using thematic analysis to build strategy themes for each reasoning type.\"}]","Teachers’ Scaffolding Strategies in Relation to Enacted Verbal Reasoning in the Design Process | PDF",1792090643,43]