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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
Öppna denna publikation i ny flik eller fönster >>Connecting Authentic Innovation Activities to the Design Process
2018 (Engelska)Ingår 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. 216-222Konferensbidrag, Publicerat paper (Refereegranskat)
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.

Ort, förlag, år, upplaga, sidor
Athlone, Ireland: , 2018
Nyckelord
Authentic learning, Innovation project, Upper secondary school, Design process
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-149069 (URN)978-1-5272-2507-7 (ISBN)978-1-5272-2508-4 (ISBN)
Konferens
36th International Pupils’ Attitudes Towards Technology Conference, Athlone , Ireland, 18–21 June, 2018.
Tillgänglig från: 2018-06-26 Skapad: 2018-06-26 Senast uppdaterad: 2018-08-24Bibliografiskt granskad
Otterborn, A., Schönborn, K. & Hultén, M. (2018). Surveying preschool teachers’ use of digital tablets: general and technology education related findings. International journal of technology and design education
Öppna denna publikation i ny flik eller fönster >>Surveying preschool teachers’ use of digital tablets: general and technology education related findings
2018 (Engelska)Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers’ knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.

Ort, förlag, år, upplaga, sidor
Springer, 2018
Nyckelord
Digital tablets Swedish preschool Technology education iPads
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:liu:diva-151668 (URN)10.1007/s10798-018-9469-9 (DOI)
Tillgänglig från: 2018-09-28 Skapad: 2018-09-28 Senast uppdaterad: 2018-09-28
Höst, G., Schönborn, K., Tibell, L. & Fröcklin, H. (2018). What Biological Visualizations Do Science CenterVisitors Prefer in an Interactive Touch Table?. Education Sciences, 8(4), Article ID 166.
Öppna denna publikation i ny flik eller fönster >>What Biological Visualizations Do Science CenterVisitors Prefer in an Interactive Touch Table?
2018 (Engelska)Ingår i: Education Sciences, ISSN 2227-7102, Vol. 8, nr 4, artikel-id 166Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Hands-on digital interactivity in science centers provides new communicative opportunities. The Microcosmos multi-touch table allows visitors to interact with 64 image “cards” of (sub)microscopic biological structures and processes embedded across seven theme categories. This study presents the integration of biological content, interactive features and logging capabilities into the table, and analyses visitors’ usage and preferences. Data logging recorded 2,070,350 events including activated category, selected card, and various finger-based gestures. Visitors interacted with all cards during 858 sessions (96 s on average). Finger movements covered an average accumulated distance of 4.6 m per session, and about 56% of card interactions involved two fingers. Visitors made 5.53 category switches per session on average, and the virus category was most activated (average 0.96 per session). An overall ranking score related to card attractive power and holding power revealed that six of the most highly used cards depicted viruses and four were colourful instrument output images. The large finger traversal distance and proportion of two-finger card interaction may indicate the intuitiveness of the gestures. Observed trends in visitor engagement with the biological visualizations are considered in terms of construal level theory. Future work will examine how interactions are related to potential learning of biological content.

Ort, förlag, år, upplaga, sidor
Basel, Switzerland: , 2018
Nyckelord
visualization in biology education; (sub)microscopic scale; digital touch table interfaces; science centers
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-151994 (URN)10.3390/educsci8040166 (DOI)
Projekt
Norrköpings fond för Forskning och Utveckling NK KS 2016/0417
Tillgänglig från: 2018-10-12 Skapad: 2018-10-12 Senast uppdaterad: 2018-11-12
Svärd, J., Schönborn, K. & Hallström, J. (2017). Design of an authentic innovation project in Swedish upper secondary technology education. Australasian Journal of Technology Education, 4, 1-15
Öppna denna publikation i ny flik eller fönster >>Design of an authentic innovation project in Swedish upper secondary technology education
2017 (Engelska)Ingår i: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 4, s. 1-15Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Recent studies on the Swedish work force show that about half of all jobs demand a high degree of self-governing. In preparing students for the future, the World Economic Forum suggests that schools should also teach social skills, creativity and critical thinking. According to the Swedish upper secondary curriculum, the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. This vision is related to the notion of authentic learning. Reeves, Herrington and Oliver define authenticity through nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map these key elements of authentic learning onto the development and design of a five-week innovation project for implementation in a Swedish upper secondary school context. The mapping process involved first synthesising literature in the area of authentic learning in conjunction with studying Swedish technology education curriculum materials. This was followed by describing the characteristics of each key element of authentic learning in terms of proposing activities for implementation as an innovation project (IP). The results of this study show how criteria of nine elements of authentic learning could be used in designing an innovation project (IP) module in an authentically cogent way. Thus the authenticity framework served as a valid theoretical tool to produce the authentic learning module.

Ort, förlag, år, upplaga, sidor
Waikato, NZ: University of Waikato, 2017
Nyckelord
authentic learning; Swedish upper secondary education; technology education; module; entrepreneurial skills; 21st century skills
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-141549 (URN)10.15663/ajte.v4i1.48 (DOI)
Tillgänglig från: 2017-09-29 Skapad: 2017-09-29 Senast uppdaterad: 2018-11-16Bibliografiskt granskad
Svärd, J., Schönborn, K. & Hallström, J. (2017). Does Authentic Learning Work?: Evaluating an Innovation Project in Upper Secondary Technology Education in Sweden. In: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe: . Paper presented at PATT, Pupils' Attitudes Towards Technology, Philadelphia, 10-14 July, 2017 (pp. 1-12). Millersville, PA
Öppna denna publikation i ny flik eller fönster >>Does Authentic Learning Work?: Evaluating an Innovation Project in Upper Secondary Technology Education in Sweden
2017 (Engelska)Ingår i: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe, Millersville, PA, 2017, s. 1-12Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Creativity is widely viewed as a key component of human development. Creativity is part of the “21st century skills” movement as well as a cornerstone of the technology subject in the Swedish school system. Could authentic learning, as described by Herrington, Reeves and Oliver, be one way to promote creativity? In a pilot study conducted in 2016, 13 groups of upper secondary students participated in a five-week authentic innovation project where they cooperated in the design of solutions for real-world problems. This approach mirrors Brown, Collins and Duguid’s statement that in order to learn a subject, students need more than abilities that focus on acquiring abstract concepts; they need to use and apply conceptual tools while performing authentic activities. The outcome of the innovation project was displayed and presented at an exhibition where professional inventors provided feedback on students’ created solutions. This paper presents results from the pilot study as well as preliminary findings from a main study, involving 25 groups, currently underway. Data from the pilot study was collected through questionnaires after each lesson, following the five-week module, and at the end of the entire course, as well as through semi-structured interviews with nine students. The results from the pilot study indicate that the students perceived the project as being authentic, and departed the course with an increased sense of comprehension and understanding. Future studies will explore learning activity within groups, and differences between students’ and teachers’ understanding of authenticity.

Ort, förlag, år, upplaga, sidor
Millersville, PA: , 2017
Nyckelord
Technology education, Upper secondary school, Authentic learning, Innovation
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-139789 (URN)
Konferens
PATT, Pupils' Attitudes Towards Technology, Philadelphia, 10-14 July, 2017
Tillgänglig från: 2017-08-16 Skapad: 2017-08-16 Senast uppdaterad: 2017-08-17Bibliografiskt granskad
Otterborn, A., Schönborn, K. & Hultén, M. (2017). Exploring the use of digital tablets in preschool technology and science education. In: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe, Millersville, PA, 2017: . Paper presented at PATT, Pupils' Attitudes Towards Technology, Philadelphia, 10-14 July 2017. Philadelphia, PA, USA
Öppna denna publikation i ny flik eller fönster >>Exploring the use of digital tablets in preschool technology and science education
2017 (Engelska)Ingår i: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe, Millersville, PA, 2017, Philadelphia, PA, USA, 2017Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy skills, as well as improve student collaboration. Society is becoming increasingly digitized and the Swedish preschool curriculum includes technology and science as priority areas of learning. Preschool teachers’ knowledge is of utmost importance in helping carrying out this mandate. Since there have been few studies on the use of digital tablets in preschool technology and science education in a Swedish context, there is an urgent need to explore the role and influence of digital tools as teaching tools, in an effort to exploit the potential pedagogical opportunities offered by digital technology. The current study investigates what features and aspects of digital tablet technology preschool teachers use to teach technology and science in preschools. Preschool educators throughout Sweden responded to an online survey consisting of 20 closed and 6 open items that probed teachers’ use of digital tablets. Results show that programming, invention, construction, creation, entrepreneurship and designing with the support of digital tablets are emerging technology education activities in preschool. This finding is in line with a revised Swedish curriculum to be completed in 2018. Teacher scaffolding in conjunction with different digital tablet applications could help to develop children’s ability and confidence to invent, program, create and design. Future work will consist of conducting interviews with preschool teachers to obtain a deeper understanding of the themes that emerged from the survey.

Ort, förlag, år, upplaga, sidor
Philadelphia, PA, USA: , 2017
Nyckelord
Digital tablets, preschool, technology education, science education, iPads, digital tools, educational technology
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-139468 (URN)
Konferens
PATT, Pupils' Attitudes Towards Technology, Philadelphia, 10-14 July 2017
Tillgänglig från: 2017-07-26 Skapad: 2017-07-26 Senast uppdaterad: 2017-08-16Bibliografiskt granskad
Svärd, J., Schönborn, K. & Hallström, J. (2016). Designing a module for authentic learning in upper secondary technology education. In: Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk (Ed.), PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016. Paper presented at PATT-32, Technology Education for 21st Century Skills, Utrecht, The Netherlands, August 23-26, 2016 (pp. 454-462). Utrecht, The Netherlands: University of Applied Sciences
Öppna denna publikation i ny flik eller fönster >>Designing a module for authentic learning in upper secondary technology education
2016 (Engelska)Ingår i: PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016 / [ed] Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk, Utrecht, The Netherlands: University of Applied Sciences , 2016, s. 454-462Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

According to the Swedish upper secondary curriculum (Skolverket, n.d.), the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. Beghetto and Kaufman’s (2014) view of creative learning includes, “having students identify a need and work collaboratively with each other and outside experts to develop a creative solution for that need will help them creatively and meaningfully use what they have learned in the classroom” (p. 65). This kind of learning is related to the notion of authentic learning. Herrington and Parker (2013) define authenticity by nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map key elements of authentic learning onto the development of a five-week innovation project for implementation in a Swedish upper secondary school context. Following design and a first round of module implementation, a subsequent pilot study has deployed written questionnaire and semi-structured interview methods to investigate students’ opinions of the authenticity of the module and its outcomes. The paper also presents some early findings from this pilot study.

Ort, förlag, år, upplaga, sidor
Utrecht, The Netherlands: University of Applied Sciences, 2016
Serie
PATT Proceedings, ISSN 2542-3592 ; 32
Nyckelord
upper secondary education, technology education, authenticity, module, Sweden, pilot study
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-133068 (URN)
Konferens
PATT-32, Technology Education for 21st Century Skills, Utrecht, The Netherlands, August 23-26, 2016
Tillgänglig från: 2016-12-08 Skapad: 2016-12-08 Senast uppdaterad: 2018-11-27Bibliografiskt granskad
Schönborn, K., Höst, G., Lundin Palmerius, K. & Flint, J. (2016). Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation. In: M. Khosrow-Pour (Ed.), Web Design and Development: Concepts, Methodologies, Tools, and Applications: (pp. 519-536). Hershey, PA: IGI Global
Öppna denna publikation i ny flik eller fönster >>Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation
2016 (Engelska)Ingår i: Web Design and Development: Concepts, Methodologies, Tools, and Applications / [ed] M. Khosrow-Pour, Hershey, PA: IGI Global, 2016, s. 519-536Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.

Ort, förlag, år, upplaga, sidor
Hershey, PA: IGI Global, 2016
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-139466 (URN)10.4018/978-1-4666-8619-9.ch024 (DOI)2-s2.0-84958936302 (Scopus ID)9781466686199 (ISBN)1466686197 (ISBN)9781466686205 (ISBN)
Forskningsfinansiär
Vetenskapsrådet, Dnr 2011–5569 (2011-37694-88055-31)
Tillgänglig från: 2017-07-26 Skapad: 2017-07-26 Senast uppdaterad: 2018-03-28Bibliografiskt granskad
Haglund, J., Jeppsson, F., Melander, E., Pendrill, A.-M., Xie, C. & Schönborn, K. (2016). Infrared cameras in science education. Infrared physics & technology, 75, 150-152
Öppna denna publikation i ny flik eller fönster >>Infrared cameras in science education
Visa övriga...
2016 (Engelska)Ingår i: Infrared physics & technology, ISSN 1350-4495, E-ISSN 1879-0275, Vol. 75, s. 150-152Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

n/a

Ort, förlag, år, upplaga, sidor
ELSEVIER SCIENCE BV, 2016
Nyckelord
Infrared cameras; Science education; Student inquiry; Open-ended laboratory exercises; Predict-observe-explain
Nationell ämneskategori
Utbildningsvetenskap Elektroteknik och elektronik
Identifikatorer
urn:nbn:se:liu:diva-126817 (URN)10.1016/j.infrared.2015.12.009 (DOI)000371555800022 ()
Tillgänglig från: 2016-04-07 Skapad: 2016-04-05 Senast uppdaterad: 2017-11-30Bibliografiskt granskad
Schönborn, K., Höst, G. & Lundin Palmerius, K. (2016). Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology. In: Kurt Winkelmann, Bharat Bhushan (Ed.), Global Perspectives of Nanoscience and Engineering Education, Part II: (pp. 195-222). Basel: Springer
Öppna denna publikation i ny flik eller fönster >>Interactive Visualization for Learning and Teaching Nanoscience and Nanotechnology
2016 (Engelska)Ingår i: Global Perspectives of Nanoscience and Engineering Education, Part II / [ed] Kurt Winkelmann, Bharat Bhushan, Basel: Springer, 2016, s. 195-222Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

Nano education involves tackling the difficult task of conceptualizing imperceptibly small objects and processes. Interactive visualization serves as one potential solution for providing access to the nanoworld through active exploration of nanoscale concepts and principles. This chapter exposes and describes a selection of interactive visualizations in the literature, and reviews research findings related to their educational, perceptual and cognitive influence. In closing, we offer implications of interactive visualization for learning and teaching nano.

Ort, förlag, år, upplaga, sidor
Basel: Springer, 2016
Serie
Science Policy Reports, ISSN 2213-1965
Nationell ämneskategori
Didaktik
Identifikatorer
urn:nbn:se:liu:diva-130561 (URN)10.1007/978-3-319-31833-2_7 (DOI)9783319318325 (ISBN)9783319318332 (ISBN)
Forskningsfinansiär
Vetenskapsrådet, 2011–5569
Tillgänglig från: 2016-08-16 Skapad: 2016-08-16 Senast uppdaterad: 2016-09-01Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-8888-6843

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