liu.seSearch for publications in DiVA
Endre søk
Link to record
Permanent link

Direct link
BETA
Publikasjoner (10 av 83) Visa alla publikasjoner
Hallström, J. (2019). Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology. In: John R. Dakers, Jonas Hallström & Marc J. de Vries (Ed.), Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education: (pp. 193-205). Boston, MA: Brill Academic Publishers
Åpne denne publikasjonen i ny fane eller vindu >>Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology
2019 (engelsk)Inngår i: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] John R. Dakers, Jonas Hallström & Marc J. de Vries, Boston, MA: Brill Academic Publishers, 2019, s. 193-205Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Boston, MA: Brill Academic Publishers, 2019
Serie
International Technology Education Studies, ISSN 1879-8748 ; 16
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-156522 (URN)9789004405516 (ISBN)
Tilgjengelig fra: 2019-05-23 Laget: 2019-05-23 Sist oppdatert: 2019-06-10bibliografisk kontrollert
Hallström, J. & Schönborn, K. (2019). Commentary: Models and modelling for authentic STEM education: reinforcing the argument. International Journal of STEM education, 6, Article ID UNSP 22.
Åpne denne publikasjonen i ny fane eller vindu >>Commentary: Models and modelling for authentic STEM education: reinforcing the argument
2019 (engelsk)Inngår i: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, artikkel-id UNSP 22Artikkel i tidsskrift, Editorial material (Fagfellevurdert) Published
Abstract [en]

This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidence-based frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.

sted, utgiver, år, opplag, sider
Springer, 2019
Emneord
Authenticity; Models; Modelling; STEM education; STEM literacy
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-158962 (URN)10.1186/s40594-019-0178-z (DOI)000473212800001 ()
Tilgjengelig fra: 2019-07-19 Laget: 2019-07-19 Sist oppdatert: 2019-08-19bibliografisk kontrollert
Sultan, U., Axell, C. & Hallström, J. (2019). Girls’ engagement with technology education: A scoping review of the literature. Design and Technology Education: An International Journal, 24(2), 20-41
Åpne denne publikasjonen i ny fane eller vindu >>Girls’ engagement with technology education: A scoping review of the literature
2019 (engelsk)Inngår i: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 24, nr 2, s. 20-41Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study is to review internationally published scientific literature on the subject of girls’ engagement in technology education, in order to identify the most common descriptions of girls’ engagement with technology education, girls’ technological activities, and the relationship between girls and technology. After a scoping review of the literature, 20 relevant articles were identified and included in the study; they were analysed using content analysis. The results show that, according to the reviewed studies, girls are less interested in and have less positive attitudes towards technology (education) than boys. They are also less likely to choose a technology- or STEM-oriented occupa-tion. Several of the included studies venture possible explanations as to why this is and refer mainly to cultural factors. Those studies that do define the type of technology used in girls’ activities mostly describe a neutral, or male kind of “nuts and bolts” technology. As regards girls’ relationship to tech-nology, there is potential for improving female engagement using apparently simple means; for ex-ample, making sure the social context of teaching is adapted to girls. The results of the literature review are discussed in terms of their implications for future research and can be used as a guide for educators and researchers in the area. In particular, the reasons for girls’ lower interest in technolo-gy education compared to boys need to be further researched, and it may be that researchers need to study girls in their own right, not in perpetual comparison with boys, in order to come closer to an answer

sted, utgiver, år, opplag, sider
Wellesbourne, United Kingdom: The Design and Technology Association, 2019
Emneord
girls’ engagement, gender, technology, technology education, scoping review
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-158513 (URN)
Tilgjengelig fra: 2019-07-02 Laget: 2019-07-02 Sist oppdatert: 2019-08-12bibliografisk kontrollert
Hultén, M. & Hallström, J. (2019). Inledning: Tema: "Skolans digitalisering". Vägval i skolans historia (1)
Åpne denne publikasjonen i ny fane eller vindu >>Inledning: Tema: "Skolans digitalisering"
2019 (svensk)Inngår i: Vägval i skolans historia, ISSN 2002-0147, nr 1Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm)) Published
sted, utgiver, år, opplag, sider
Stockholm: Föreningen för svensk undervisningshistoria, 2019
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-157420 (URN)
Tilgjengelig fra: 2019-06-12 Laget: 2019-06-12 Sist oppdatert: 2019-06-17bibliografisk kontrollert
Dakers, J. R., Hallström, J. & de Vries, M. J. (2019). Introduction. In: John R. Dakers, Jonas Hallström & Marc J. de Vries (Ed.), Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education: (pp. 1-11). Boston, MA: Brill Academic Publishers
Åpne denne publikasjonen i ny fane eller vindu >>Introduction
2019 (engelsk)Inngår i: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] John R. Dakers, Jonas Hallström & Marc J. de Vries, Boston, MA: Brill Academic Publishers, 2019, s. 1-11Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Boston, MA: Brill Academic Publishers, 2019
Serie
International Technology Education Studies, ISSN 1879-8748 ; 16
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-156521 (URN)9789004405516 (ISBN)
Tilgjengelig fra: 2019-05-23 Laget: 2019-05-23 Sist oppdatert: 2019-06-10bibliografisk kontrollert
Hallström, J. & Ankiewicz, P. (2019). Laying down the “T” and “E” in STEM education: Design as the basis of an integrated STEM philosophy. In: Sarah Pulé & Marc J. de Vries (Ed.), Proceedings PATT 37: Developing a knowledge economy through technology and engineering education, 3-6 June 2019 University of Malta, Msida Campus : . Paper presented at PATT, Pupils' Attitudes Towards Technology, Msida, Malta, 3-6 June, 2019 (pp. 187-194). Msida, Malta, 37
Åpne denne publikasjonen i ny fane eller vindu >>Laying down the “T” and “E” in STEM education: Design as the basis of an integrated STEM philosophy
2019 (engelsk)Inngår i: Proceedings PATT 37: Developing a knowledge economy through technology and engineering education, 3-6 June 2019 University of Malta, Msida Campus  / [ed] Sarah Pulé & Marc J. de Vries, Msida, Malta, 2019, Vol. 37, s. 187-194Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

STEM – science, technology, engineering, and mathematics – has become ubiquitous in education. How STEM and STEM education are to be defined is still a matter of debate, however, and it is only just recently that STEM education has been probed from a philosophical point of view. The need for a philosophical basis for STEM education is therefore fundamental. The aim of this study is thus to investigate specifically the role of the “T” and “E” in STEM, and how they not only may be fruitfully integrated with the “S” and “M”, as part of a philosophy of STEM education, but also potentially form a methodological backbone of such a philosophy when it comes to design. The research question that underpinned the study is: What are the affordances of Mitcham’s (1994) fourfold philosophical framework of technology for unifying the STEM subjects, with particular consideration of the “T” and “E”? The research methodology consisted of a qualitative meta-synthesis of the literature regarding the philosophy of technology and engineering, technology education, and the current issues of integrating the various STEM subjects. We conclude that from a methodological point of view – Mitcham’s “activity” – the design in technology (“T”) and engineering (“E”) holds the most promising affordances for unifying the four STEM subjects. Design as part of particular design projects may require the “design” of applicable scientific experiments as well as the design of applicable mathematics expressions and formulae specifically when modelling in “E” (and “T”).

sted, utgiver, år, opplag, sider
Msida, Malta: , 2019
Emneord
technology education; engineering education; STEM education; design; philosophy
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-157388 (URN)9789995714796 (ISBN)
Konferanse
PATT, Pupils' Attitudes Towards Technology, Msida, Malta, 3-6 June, 2019
Tilgjengelig fra: 2019-06-11 Laget: 2019-06-11 Sist oppdatert: 2019-06-20bibliografisk kontrollert
Dakers, J. R., Hallström, J. & de Vries, M. J. (Eds.). (2019). Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education. Boston, MA: Brill Academic Publishers
Åpne denne publikasjonen i ny fane eller vindu >>Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education
2019 (engelsk)Collection/Antologi (Fagfellevurdert)
Abstract [en]

Reflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners’ (Donald Schön) in the field. Philosophy of technology develops ideas and concepts that are valuable for technology education because they show the basic characteristics of technology that are important if technology education is to present a fair image of what technology is. Each chapter focuses on the oeuvre of one particular philosopher of which a description is given and then insights are offered about technology as developed by that philosopher and how it has been fruitful for technology education in all its aspects: motives for having it in the curriculum, goals for technology education, content of the curriculum, teaching strategies, knowledge types taught, ways of assessing, resources, educational research for technology education, amongst others.

sted, utgiver, år, opplag, sider
Boston, MA: Brill Academic Publishers, 2019. s. 205
Serie
International Technology Education Studies, ISSN 1879-8748 ; 16
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-156520 (URN)9789004405516 (ISBN)
Tilgjengelig fra: 2019-05-23 Laget: 2019-05-23 Sist oppdatert: 2019-05-24bibliografisk kontrollert
Sultan, U., Axell, C. & Hallström, J. (2019). What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education. In: Sarah Pulé and Marc J. de Vries (Ed.), PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019: . Paper presented at PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019 (pp. 421-430). Msida: Department of Technology and Entrepreneurship Education, University of Malta
Åpne denne publikasjonen i ny fane eller vindu >>What are they doing?: Tool use and self-image of girls aged 9 to12 when engaging in technology education
2019 (engelsk)Inngår i: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019 / [ed] Sarah Pulé and Marc J. de Vries, Msida: Department of Technology and Entrepreneurship Education, University of Malta , 2019, s. 421-430Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

In the field of technology education differences between girls and boys have been researched for some time but there is still a lack of knowledge about what exactly these differences consist of, and why they exist. The aim of this study is to explore tool use and self-image of girls aged 9 to12 when engaging in technology education. Data was collected over a course of two weeks, involving one Swedish compulsory school and three different classes with pupils aged 9 to 12. The data collection method used for this explorative study was unstructured observations made in-class during fourteen hours of teaching. Social identity theory is used as a theoretical framework to gain knowledge and clues as to why girls lose their interest in technology (education) as they get older. The results of the classroom observations revealed that, although the girls were not aware of it, they still confirmed gender stereotypes about girls and technology by e.g. adopting a social identity as not being technical. This study thus largely confirms the prevailing descriptions in previous research on girls and technology education.

sted, utgiver, år, opplag, sider
Msida: Department of Technology and Entrepreneurship Education, University of Malta, 2019
Emneord
Girls’ engagement, technology education, social identity, stereotyping, prototyping, primary
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-158489 (URN)9789995714796 (ISBN)
Konferanse
PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, 3-6 June 2019
Tilgjengelig fra: 2019-07-02 Laget: 2019-07-02 Sist oppdatert: 2019-09-16bibliografisk kontrollert
Svärd, J., Schönborn, K. & Hallström, J. (2018). Connecting Authentic Innovation Activities to the Design Process. In: Niall Seery, Jeffrey Buckley, Donal Canty & Joseph Phelan (Ed.), 2018 PATT36 International Conference, Research and Practice in Technology Education: Perspectives on Human Capacity and Development: . Paper presented at 36th International Pupils’ Attitudes Towards Technology Conference, Athlone , Ireland, 18–21 June, 2018. (pp. 216-222). Athlone, Ireland
Åpne denne publikasjonen i ny fane eller vindu >>Connecting Authentic Innovation Activities to the Design Process
2018 (engelsk)Inngår i: 2018 PATT36 International Conference, Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty & Joseph Phelan, Athlone, Ireland, 2018, s. 216-222Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Although history is full of inventors and innovations, principles underpinning the design (or innovation) process were only first described in the 1960’s and 1970’s. Beckman and Barry (2007) connect the design process to learning by experience, a process linked to experiential learning, and a forerunner of authentic learning. This study concerns an authentic innovation project, in which 13 groups of upper secondary school students (aged 16–17 years) solved real-world problems of their choice. The five-week innovation project offered students possibilities to think, design, discuss and reflect. The specific aim of this study is to present and analyse the activities that took place at different stages of the innovation/design process by posing the following research question: Do the students taking part in the innovation project engage one or more phases of the design process? Our results suggest that students with little or no previous experience of innovating or designing, not only solve the tasks they set out to solve, but also do so in a manner that mimics the way a trained inventor might work. These observations are closely associated with the learning models described by Beckman and Barry, and have implications for the teaching of design and innovation processes.

sted, utgiver, år, opplag, sider
Athlone, Ireland: , 2018
Emneord
Authentic learning, Innovation project, Upper secondary school, Design process
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-149069 (URN)978-1-5272-2507-7 (ISBN)978-1-5272-2508-4 (ISBN)
Konferanse
36th International Pupils’ Attitudes Towards Technology Conference, Athlone , Ireland, 18–21 June, 2018.
Tilgjengelig fra: 2018-06-26 Laget: 2018-06-26 Sist oppdatert: 2018-08-24bibliografisk kontrollert
Hallström, J., Klasander, C. & Schooner, P. (2018). Definiera systemgränsen, bortom systemhorisonten: Teknikdidaktiska utmaningar för undervisning om tekniska system. In: Karin Stolpe, Gunnar Höst & Jonas Hallström (Ed.), Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö (pp. 63-74). Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik
Åpne denne publikasjonen i ny fane eller vindu >>Definiera systemgränsen, bortom systemhorisonten: Teknikdidaktiska utmaningar för undervisning om tekniska system
2018 (svensk)Inngår i: Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö / [ed] Karin Stolpe, Gunnar Höst & Jonas Hallström, Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik , 2018, s. 63-74Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [sv]

Syftet med detta kapitel är att beskriva några svenska lärare och lärarstudenters uppfattningar om tekniska system som en del av en teknisk allmänbildning, i synnerhet när det handlar om avgränsning av tekniska system. Utifrån dessa uppfattningar diskuterar vi också utmaningar och möjligheter kring undervisning om tekniska system. Vi har genom två studier av yrkesverksamma och blivande tekniklärare visat att de ser en utmaning med att identifiera tekniska system bland olika former av tekniska lösningar. Detta ses tydligast när lärarna och lärarstudenterna försökte identifiera gränserna mellan artefakt och system, respektive mellan systemet och dess omgivning. En viktig del i att övervinna denna utmaning är att använda sig av relevanta systemmodeller som kan beskriva de mest centrala aspekterna av tekniska system och därmed möjliggöra jämförelse mellan system i teknikundervisningen. Just jämförelsen av tekniska system blir särskilt viktig när systemhorisonten beaktas, eftersom gränsen för när en teknisk lösning blir så komplex att den måste beskrivas som ett system kan se så olika ut.

sted, utgiver, år, opplag, sider
Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik, 2018
Serie
Naturvetenskapernas och teknikens didaktik ; 2018:2
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-146024 (URN)9789176853269 (ISBN)
Tilgjengelig fra: 2018-03-21 Laget: 2018-03-21 Sist oppdatert: 2018-03-22bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-0829-3349