How can gifted students be both challenged and supported in developing their skills in technology studies? A new study at Karlstad University shows that the subject of technology has strong potential to meet gifted students’ needs through modeling using digital tools. This may, in the long run, help increase the number of future engineers—something that Swedish industry currently faces a shortage of.
The study consists of three parts that highlight different aspects of the technology subject. The first focuses on how models and modeling are used, particularly with the help of digital tools such as CAD (computer-aided design). The second examines what gifted students need in order to thrive and develop in technology education. The third investigates what makes teaching more or less complex – that is, how challenging and development-oriented it is.
"Through sub-study 1, I saw that students’ needs can be met through models and modeling, and that there is progression in teaching with CAD that can be utilized, says Helen Brink, PhD in Educational Work at Karlstad University. This was useful to bring into sub-study 2, where I wanted to take a closer look at the needs of gifted students and what they require in the classroom to be challenged in technology as a subject. Once I understood their needs, I wanted to create a tool to understand what makes different activities complex."
Tools for Understanding Teaching
To gain an understanding of how teaching looks in practice, twelve lower secondary technology teachers were interviewed. In addition, previous research was compiled to understand the needs of gifted students. Based on this, a framework was developed called CAAS, highlighting four important factors: complexity, autonomy, authenticity, and support. Another tool, AKTA, was developed to analyze how complex different teaching activities are. Finally, teaching materials were also reviewed, where hundreds of tasks and concepts were analyzed. What conclusions did you draw from that review?
"Very few activities contain complex elements, and there is no clear progression between them. The same applies to concepts: many are simply presented without being explained in a technical context. Here, the teacher plays an important role and should be aware of complexity and progression in order to add more dimensions to the students’ work. In this way, the level of difficulty can increase – and, ultimately, motivation to learn more about technology. There is a common perception that gifted students are so capable that they manage just fine on their own, but they also need stimulation and challenges suited to their needs."
Sweden Needs More Engineers
The results of the study show that the subject of technology has strong potential to meet students’ diverse needs, for example through teaching approaches that involve modeling with digital tools. At the same time, it is clear that the teacher’s choice of level in teaching plays a decisive role. For students to receive the right level of challenge, teaching must continuously develop and gradually become more advanced. Sweden needs more engineers, and it is difficult to recruit students to engineering programs at universities. Do you think your thesis will help increase applications?
"It is a long-term effort that needs to start long before upper secondary school, not only for gifted students but for all students. Advanced technology is now part of many areas of working life, so we need to increase young people’s interest in the subject. I both hope and believe that my thesis can make a difference – not least because there has never before been a study on gifted students and technology. Simply starting to talk about this is, I believe, a step in the right direction."
Read Helen Brink's thesis Technology Education with a Gifted Education Approach
