The aim of the research is to examine how technology is communicated in technology education in relation to humans, society and nature in preschool class. According to the Swedish curriculum for preschool class, pupils should be given the opportunity to explore, ask questions and discuss technology and how the choices of people affect sustainable development. Teachers make different choices about, for example, content and what they do and do not say. These choices have an impact on how pupils perceive technology as part of the world and are called companion meanings. In terms of data, sound recordings and field notes from four technology lessons in a preschool class were used. The data was analysed, with focus on what types of companion meanings emerge in conversations between teachers and pupils. The analysis of companion meanings was based on two themes: Subject Language and Subject Focus. The results of this study demonstrate that pupils learn companion meanings of various types: for example, technology is something positive and unproblematic. Other types of companion meanings gave the pupils opportunities to reflect on how the technical choices of humans affect nature. Different kinds of companion meanings offer different ways for pupils to relate to the surrounding environment.

该研究的目的是研究技术如何在学前班中与人类、社会和自然相关的技术教育中进行交流。根据瑞典学前班课程，学生应该有机会探索、提问和讨论技术以及人们的选择如何影响可持续发展。教师会做出不同的选择，例如，内容以及他们做什么和不说什么。这些选择会影响学生如何将技术视为世界的一部分，并被称为同伴意义。在数据方面，使用了学前班四节技术课的录音和现场笔记。对数据进行了分析，重点是教师和学生之间的对话中出现了哪些类型的同伴含义。伴生意义的分析基于两个主题：主题语言和主题焦点。这项研究的结果表明，学生学习了各种类型的同伴意义：例如，技术是积极的，没有问题的。其他类型的伴随意义让学生有机会反思人类的技术选择如何影响自然。不同类型的同伴含义为学生提供了不同的方式来与周围环境产生联系。