Overview

Improving Technological Understanding in Upper Secondary Education explores how students perceive and learn three central concepts of engineering: the nature of engineering, technological systems, and technological models. Drawing on international research and classroom practice, this dissertation investigates common misconceptions, attitudes, and preconceptions among upper secondary students, and presents the design and evaluation of an educational module aimed at fostering deeper conceptual understanding. By combining quantitative and qualitative methods, the study reveals how students' beliefs about engineering influence their learning and how targeted teaching strategies can bridge the gap between intuitive ideas and scientific perspectives. The book provides valuable insights for educators, policymakers, and researchers in STEM and engineering education, offering practical implications for curriculum design, systems thinking, and conceptual change in classrooms worldwide. Whether you are an academic, teacher, or educational designer, this work highlights the importance of preparing students to critically engage with technology and equips them with the skills to navigate a rapidly changing, technology-driven society.

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