Introduction
Technology education and PTS
Technological knowledge when designing a PTS
Programming materials for developing technological knowledge
Methodology and research design
The phenomenographic approach
The data collection
The BBC Micro:bit material
The analysis
Ethical issues
Limitations of the study
Results
Outcome space: how pupils experience the dual nature of PTS
The black box approach
The white box approach
The feedback system approach
Summary of the outcome space: how pupils experience the dual nature of PTS
The dual nature of the PTS | Structural aspects | Referential aspect | |
---|---|---|---|
Category | Logic | Organisation | Function |
1. The black box approach | Discern fragmentarily what the code represents | Discern components to use and how they can be connected | Discern an interaction between the code and the components that affect the function in the PTS |
2. The white box approach | Discern what the code and its structure represent | Discern components to use and how they can be organised | Discern a flow that controls the function in the PTS generated by the interaction between the logic in the code and the structure of components |
3. The feedback-system approach | Discern what the code and its structure represent in terms of feedback control | Discern components to use, how they can be organised, and how they work in the PTS | Discern a flow of information that controls the function in the PTS with feedback generated by the interaction between the code and the components |
-
The logic in the code in terms of feedback control in the PTS.
-
How the components work and how they can be organised in the PTS.
-
How the interaction between the code and the components based on feedback control generate a flow of information that controls the function of the PTS.
Outcome space: how pupils experience the BBC Micro:bit material
Novice user approach
Intermediate user approach
Proficient user approach
Summary of the outcome space: how pupils experience the BBC Micro:bit material
The BBC Micro:bit material | Structural aspects | Referential aspect | |
---|---|---|---|
Category | Logic | Organisation | Function |
1. Novice user approach | Limited understanding of what the blocks represent | Search randomly in the editor to find suitable blocks | Do not discern the relation between the combination of blocks and the intended control function in the PTS |
2. Intermediate user approach | Discern what the blocks represent in terms of real world conditions | Discern the shape of the blocks but search randomly in the editor to find suitable block. | Discern the need of a control function in the code for controlling the function of the PTS but are not able to combine it in terms of blocks |
3. Proficient user approach | Discern what the blocks represent in terms of programming concepts | Discern the shape of the blocks and how they are organised in the editor and navigate confidently to find suitable blocks | Are able to combine a control function in terms of blocks to control the function of the PTS |
-
What the blocks represent in terms of real world conditions as well as programming concepts.
-
The shape of the blocks and how the blocks are organised in the editor.
-
The need of a control function in the code and how this can be combined in terms of blocks to control the function of the PTS.