Modeller och modellering med digitala verktyg i högstadiets teknikundervisning

Sammanfattning: This licentiate thesis is about secondary school technology teachers’ experiences of teaching with models and modelling using digital tools.The aim of this thesis is to gain new in-depth knowledge of teaching in relation to digital models and digital modelling, and create better preconditions for technology teachers when it comes to their choices of content and methods of teaching in the area.  Two studies have been conducted and phenomenology of the lifeworld has been used as a theoretical framework. Data was collected through 12 semi-structured interviews. In the first study, the focus was on technology teachers’ experiences of teaching digital models. In the second study, the focus was on a specific part of digital modelling, teachers’ experiences of teaching with computer aided design, CAD.The results show that teaching with digital models and digital modelling can comprise a combination of theoretical and practical activities. Further, teaching varies from instruction to a more explorative teaching where pupils seek solutions to problems on their own. Digital models are used descriptively as well as for predicting technology not yet developed. The study shows that there is not one way to understand the concept digital models in steering documents or teaching practice and there is a need for more nuanced and specific discussions to address different learning outcomes. Moreover, technology teachers experience CAD as an important and central part of teaching with digital models.