A Phenomenographic Study of Chinese Primary School Students' Conceptions about Technology

Autor/inn/en	Su, Xun; Ding, Bangping
Titel	A Phenomenographic Study of Chinese Primary School Students' Conceptions about Technology
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 2, S.623-661 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ding, Bangping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09742-5
Schlagwörter	Foreign Countries; Elementary School Students; Technology; Sciences; Beliefs; Student Attitudes; Definitions; Knowledge Level; Technology Education; China + Suchen Sie Ihr Suchwort? Ausland; Technologie; Science; Wissenschaft; Belief; Glaube; Schülerverhalten; Begriffsbestimmung; Wissensbasis; Technisch-naturwissenschaftlicher Unterricht
Abstract	Although there are some researches conducted about students' conceptions of technology, little research has been conducted to reveal the primary school students' conceptions concerning technology in China. This research investigated Chinese primary school students' (aged 9-12) conceptions of technology as regards their understanding of (a) the concept of technology, (b) the impact of technology on human life and nature, and (c) the relationship between technology and science. Phenomenography as the methodological framework was adopted for this study. A total of 63 primary school students were chosen as participants in the study to probe their conceptions about technology through picture/photo eliciting activities, and semi-structured, personal interviews in a website video format. It is found that the primary school students defined technology from diverse perspectives, including the dimensions of its attributes, production, operation and use, function, with most of them regarding technology as a double-edged sword. It is also found that they lack a comprehensive and rational understanding of the concept of technology and cannot understand the relationship between science and technology properly. This study contributes better to understanding primary school students' conceptions about technology in mainland China and beyond, thus providing an empirical basis for improving technology education policy, curriculum, instruction, and assessment in the future for China and other countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01