Improving technological understanding in upper secondary education: Students’ perceptions of systems, models, and the nature of engineering

This dissertation investigates how upper secondary students develop an understanding of three key concepts in engineering education: the nature of engineering, technological systems, and technological models. Building on international research and empirical classroom studies, the work identifies students’ persistent misconceptions, attitudes, and preconceptions that influence their learning of these abstract concepts.

A series of studies using both quantitative and qualitative methods explores how students perceive engineering phenomena and how their beliefs shape conceptual understanding. The dissertation also reports on the design, implementation, and evaluation of an educational module developed to enhance students’ systems thinking and their ability to interpret models as representations of real-world systems.

The findings demonstrate that targeted instructional interventions can bridge the gap between students’ intuitive reasoning and scientific perspectives. The results provide evidence-based recommendations for improving teaching and curriculum design in engineering education at the secondary level, offering implications for teachers, researchers, and policymakers interested in advancing technological literacy.