Authors
Myrthe De Vries
University of Amsterdam
Abstract
Artifacts are probably our most obvious everyday encounter with technology. Therefore, a good understanding of the nature of technical artifacts is a relevant part of technological literacy. In this article we draw from the philosophy of technology to develop a conceptualization of technical artifacts that can be used for educational purposes. Furthermore we report a small exploratory empirical study to see to what extent teachers’ intuitive ideas about artifacts match with the way philosophers write about the nature of artifacts. Finally, we suggest a teaching and learning strategy for improving teachers’ concepts of technical artifacts through practical activities.
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References found in this work BETA

The Intentional Stance.Patricia Kitcher - 1990 - Philosophical Review 99 (1):126.

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Citations of this work BETA

Towards a Transformative Epistemology of Technology Education.David Morrison-Love - 2017 - Journal of Philosophy of Education 51 (1):23-37.

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