- Historical, philosophical and cultural perspectives on science and technology
- Language, tools and representations in science and technology
- Digital tools and the effects of digitalisation in science and technology
- Assessment and school governance
Technology Education
The research conducted at TESER is organized under the following four common themes that guide the whole research unit:
Our areas of knowledge
Technology as knowledge domain
Subject content in technology education
The concept of technology is broad and difficult to define while technology is also evolving rapidly, and the subject of technology in schools is a young subject. Therefore, research in technology education addresses several different types of subject content such as programming, technological systems/systems thinking, fiction, artificial intelligence, modelling, sustainable development, and design.
Researchers
Teachers' and pupils perceptions of technology and technology as a subject
In order for teachers to be able to instruct students in technology, and in order for those students to be able to learn something about technology, there needs to be an understanding – based in research – of teachers’ and students’ attitudes towards and interest in technology as a phenomenon and as a school subject, and also of how they understand and perceive different types of knowledge content within the subject of technology. These factors are therefore studied in different ways within this area of research: partly how people generally understand technology and the subject of technology, and partly how different knowledge content is perceived and understood.
