LT1052 Subject-based Teaching and Learning in Technology 8.0 credits

The course starts with subject-specific aspects, such as how the subject has developed, different views on knowledge in the subject, the connection of the subject (or the lack of connection) to the textbooks, the view of the teacher on the subject and how the background of the teacher influences this view.

Thereafter, pupils' learning and the teaching process follow (plan, carry out and evaluate) on the basis of current technology education research and regulations related to the different parts of the technology subject. Special focus in that respect is given to pupil activating learning, such as technology development work. Assessment forms and their application in practice is treated.

Finally, applications of interdisciplinary perspectives, such as equality, equal opportunities, sustainable development and ethics are included and how both analogue and digital learning resources can be integrated in practice in the teaching.

After passing the course, the student should be able to:

1. give an account of and illustrate subject-specific aspects of the teaching process and how these influence different ways to plan, carry out and evaluate teaching in the technology subject, on the basis of the regulations,
2. give an account of and illustrate subject-specific aspects of assessment and how different assessment forms concretely can be applied to evaluate pupils' knowledge in the technology subject
3. account for how project work, demonstrations and/or equivalent pupil activating education in the technology subject can be planned, be carried out and be evaluated, and analyse their advantages and disadvantages
4. give an account of how interdisciplinary perspectives, such as the democracy assignment, equality, equal opportunities, sustainable development and ethics can be integrated in practice in the teaching.
5. account for how both analogue and digital learning resources can be integrated in practice in the teaching.

General entry requirements for higher education

If the course is discontinued, students may request to be examined during the following two academic years.

• INL1 - Hand-in assignment, 3.0 credits, grading scale: A, B, C, D, E, FX, F
• INL2 - Hand-in assignment, 4.0 credits, grading scale: A, B, C, D, E, FX, F
• INL3 - Hand-in assignment, 1.0 credits, grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

Susanne Engström

• All members of a group are responsible for the group's work.
• In any assessment, every student shall honestly disclose any help received and sources used.
• In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.

Further information about the course can be found on the Course web at the link below. Information on the Course web will later be moved to this site.