ERIC Number: EJ1087241
Record Type: Journal
Publication Date: 2016-Feb
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-0957 7572
The Nature of Primary Students' Conversation in Technology Education
Fox-Turnbull, Wendy H.
International Journal of Technology and Design Education, v26 n1 p21-41 Feb 2016
Classroom conversations are core to establishing successful learning for students. This research explores the nature of conversation in technology education in the primary classroom and the implications for teaching and learning. Over a year, two units of work in technology were taught in two primary classrooms. Most data was gathered in Round 2 during the implementation of the second unit titled "Props for the School Production". The study uses qualitative methodology and an ethnographic approach using participant observations, Stimulated Recall interviews with autophotography, semi-structured interviews with participants and their teachers, and students' work samples, to develop a rich description of classroom conversation in technology. The study identified four over-arching elements of conversation across four stages of the unit undertaken by the students. Within each with element various sub-elements, are identified. Defined as sources of conversation which contribute to classroom conversations in technology education, the elements are identified as Funds of Knowledge, Making Connections and Links, Management of Learning, and Technology Knowledge and Skills. The study enhances our understanding of elements of conversation that assist student learning in technology. It also presents new findings on knowledge students bring to technology and challenges existing findings on students' ability to transfer knowledge from one curriculum domain to other.
Descriptors: Technology Education, Elementary School Students, Classroom Communication, Units of Study, Qualitative Research, Ethnography, Participant Observation, Semi Structured Interviews, Discussion (Teaching Technique), Teaching Methods, Educational Practices
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A