A Circular Model of Thinking Processes as a Basis of Technical Understanding

Abstract

Children often experience the influence of technology around them, but there is little emphasis placed on technology within a scientific education in Grundschule (primary schools) in Germany. One of the reasons for this could be a lack of research projects that ascertain young learners’ conceptions of technical issues. So there is no basis for creating learning environments that enable and motivate children to actively and purposefully work on questions of technical procedures. An investigation into the previous knowledge held by nine to ten year old children of simple machines has demonstrated children’s reasoning. It shows that experiences handling materials can lead to children’s understanding of technological processes. Starting from the intuitive level of understanding, the children can attain the factual level and finally the level of technical awareness in a circular model. This model of thinking processes provides a basis for creating teaching modules that extend current technological education in German schools.