Lärares uppfattningar av NTA-materialet i teknikundervisningen : Lärares och elevers handlingsutrymme att tänka utanför boxen

Sammanfattning

The Swedish national curriculum for compulsory school states that the technology education should foster students´ interest in the subject and contribute to their understanding of how technology affects individuals and society. At the same time, a quality review by the Swedish Schools Inspectorate indicates that technology is a low priority in Swedish schools. Naturvetenskap och Teknik för alla (NTA) is an instructional resource that provides structured lesson plans along with accompanying materials. This has led us to explore how teachers perceive the NTA resources and in what ways it may impact technology teaching. The aim of this study is to explore teachers´ perceptions of the NTA material in technology education and how its use influences their professional autonomy. The study adopts a qualitative approach, with data collected through semi-structured interviews with six teachers who have experience using NTA in technology education in grades F-3. The data were analyzed using a phenomenographic approach. In summary, the findings show that teachers generally have a positive perception of NTA in technology education. They report that the material supports students in developing both scientific concepts and inquiry-based skills. However, they express varying views on the possibilities and limitations of adapting the material. The results support the recommendation to incorporate NTA into technology education. Furthermore, the study highlights the need for further research on technology education in the early years of compulsory school.