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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
Open this publication in new window or tab >>Definiera systemgränsen, bortom systemhorisonten: Teknikdidaktiska utmaningar för undervisning om tekniska system
2018 (Swedish)In: 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, p. 63-74Chapter in book (Other academic)
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.

Place, publisher, year, edition, pages
Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik, 2018
Series
Naturvetenskapernas och teknikens didaktik ; 2018:2
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-146024 (URN)9789176853269 (ISBN)
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-22Bibliographically approved
Hallström, J. (2018). Ett forskningsfält i tillväxt: Teman i svensk teknikdidaktisk forskning. In: Karin Stolpe, Gunnar Höst & Jonas Hallström (Ed.), Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö (pp. 75-91). Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik
Open this publication in new window or tab >>Ett forskningsfält i tillväxt: Teman i svensk teknikdidaktisk forskning
2018 (Swedish)In: 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, p. 75-91Chapter in book (Other academic)
Abstract [sv]

Forskningsfältet teknikens didaktik är ungt i Sverige, men även internationellt går det bara tillbaka några årtionden. Syftet med detta kapitel är att beskriva de teman som finns i den svenska teknikdidaktiska forskningen. En tematisk analys användes för att beskriva hela den svenska forskningen – 93 studier publicerade från 1984 till juni 2017 – utifrån Hagbergs och Hulténs (2005) version av de didaktiska frågorna vad, hur och varför. Den svenska forskningen domineras av vad- och varför-frågorna, alltså innehållsliga och kontextuella aspekter av teknikundervisning, exempelvis om tekniska system, yrkesutbildning, bedömning men också attityder och genus. Forskning kring hur-frågan, alltså konkret undervisning och lärande, är i jämförelse betydligt mindre omfattande men med en viss ökning på senare år, vilket därmed liknar trenden i den internationella forskningen. Forskning kring undervisning och lärande i teknik behöver öka i omfattning för att forskningen ska kunna säga något om ämnets utövande i praktiken och därmed fortsätta vara relevant i framtiden.

Place, publisher, year, edition, pages
Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik, 2018
Series
Naturvetenskapernas och teknikens didaktik ; 2018:2
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-146026 (URN)9789176853269 (ISBN)
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-22Bibliographically approved
Hallström, J., Jansson, M., Simonsson, M. & Gyberg, P. (2018). Teknik i fritidshem – mellan omsorg och utbildning. In: Karin Stolpe, Gunnar Höst & Jonas Hallström (Ed.), Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö (pp. 41-50). Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik
Open this publication in new window or tab >>Teknik i fritidshem – mellan omsorg och utbildning
2018 (Swedish)In: 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, p. 41-50Chapter in book (Other academic)
Abstract [sv]

En stor andel svenska barn mellan sex och nio år gamla går efter skolan till ”fritids”. Fritidshem kännetecknas av både utbildning och omsorg, och därmed av både formella och informella aktiviteter. På senare år har verksamheten blivit mer och mer influerad av skolan och numera finns ett eget kapitel för fritidshem i den nationella läroplanen för grundskolan. Fritidshemmen genomgår därför en förändring som kommer att medföra att mer formella aktiviteter införs, exempelvis inom teknik, samtidigt som praktiskt taget ingen forskning har gjorts på detta. Syftet med det här kapitlet är att presentera några resultat från en pågående forskningsstudie om teknikens roll i aktiviteter på fritidshem. Observationerna fokuserade på de dagliga aktiviteterna på fritidshemmen där teknik hade en central roll. Vi använder begreppet gränsobjekt för att analysera teknik i aktiviteterna. Resultaten visar att det är en speciell sorts teknikundervisning som uppstår i fritidshem, på gränsen mellan den informella och formella verksamheten: från det informella lekrelaterade byggandet med Lego och träklotsar till den mer formella datorundervisningen. I dessa aktiviteter finns ett tydligt fritidsinslag, framför allt i form av ett fritt val av teknik och vad man vill lära sig. Det faktum att barn kan välja fritt pekar inte bara på att teknik i fritidshem är ett gränsobjekt med en stor tolkningsflexibilitet, utan också att teknikundervisning i fritidshem skulle kunna vara en lustfylld och effektiv väg till teknisk allmänbildning.

Place, publisher, year, edition, pages
Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik, 2018
Series
Naturvetenskapernas och teknikens didaktik ; 2018:2
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-146025 (URN)978-91-7685-326-9 (ISBN)
Available from: 2018-03-21 Created: 2018-03-21 Last updated: 2018-03-22Bibliographically approved
Stolpe, K., Höst, G. & Hallström, J. (2018). Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö
2018 (Swedish)Book (Other academic)
Abstract [sv]

Denna bok är en antologi om forskning kring teknikdidaktik, utgiven i samarbete mellan Nationellt centrum för naturvetenskapernas och teknikens didaktik (NATDID), forskningsmiljön Teknik, naturvetenskap och didaktik (TekNaD), och Centrum för tekniken i skolan (CETIS), vid Linköpings universitet. Syftet med boken är att lärare och andra som är intresserade av teknikdidaktik ska kunna ta del av exempel på forskning som görs inom detta område. Texterna kan användas på flera olika sätt, till exempel som inspiration för undervisning, som ett sätt att vidga vyerna inom något område och få nya perspektiv, samt naturligtvis som källa till konkreta idéer och tips om undervisning. Därigenom bidrar den här boken till möjligheter att bygga undervisning på vetenskaplig grund.

Boken är sammansatt av olika forskares texter. Som ni kommer att märka finns det en bred variation i texternas karaktärer. Dels beror det på att det är många olika inriktningar av forskning med bland bidragen, från analyser av be-rättelser i barnböcker till undersökningar av lärares och elevers attityder. Dels beror det på att forskningen bakom bidragen har kommit olika långt, där vissa texter sammanfattar projekt som pågått under många år medan andra representerar doktoranders inledande kartläggning av området för kommande avhandlingsarbete.

Texterna har gemensamt att de är skrivna specifikt för lärare1. Vid NATDID kallar vi detta för professionsvetenskapliga texter och strävar efter att det ska vara en medelväg mellan vetenskapligt och populärvetenskapligt skrivande. Det innebär å ena sidan att texterna ska vara lätta att läsa för personer utanför akademin, och å andra sidan att de ska använda de termer och begrepp som ingår i lärares professionsspråk.  

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2018. p. 91
Series
Naturvetenskapernas och teknikens didaktik ; 2018:2
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-145685 (URN)9789176853269 (ISBN)
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-03-15Bibliographically approved
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
Open this publication in new window or tab >>Does Authentic Learning Work?: Evaluating an Innovation Project in Upper Secondary Technology Education in Sweden
2017 (English)In: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe, Millersville, PA, 2017, p. 1-12Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Millersville, PA: , 2017
Keyword
Technology education, Upper secondary school, Authentic learning, Innovation
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-139789 (URN)
Conference
PATT, Pupils' Attitudes Towards Technology, Philadelphia, 10-14 July, 2017
Available from: 2017-08-16 Created: 2017-08-16 Last updated: 2017-08-17Bibliographically approved
Hallström, J. & Klasander, C. (2017). Visible Parts, Invisible Whole: Swedish Technology Student Teachers’ Conceptions about Technological Systems. International journal of technology and design education (3), 387-405
Open this publication in new window or tab >>Visible Parts, Invisible Whole: Swedish Technology Student Teachers’ Conceptions about Technological Systems
2017 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, no 3, p. 387-405Article in journal (Refereed) Published
Abstract [en]

Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating Swedish technology student teachers’ conceptions of technological systems. The following research question is posed: How do Swedish technology student teachers conceive of technological systems? Data was collected through in-depth qualitative surveys with 26 Swedish technology student teachers. The data was analysed using a hermeneutic method, aided by a theoretical synthesis of established system theories (system significants). The main results of the study are that the technology student teachers expressed diverse conceptions of technological systems, but that on average almost half of them provided answers that were considered as undefined. The parts of the systems that the students understood were mostly the visible parts, either components, devices, or products such as buttons, power lines, hydroelectric plants, or the interface with the software inside a mobile phone. However, the ‘invisible’ or abstract aspects of the technological systems, such as flows of information, energy or matter, or control operations were difficult to understand for the majority of the students. The flow of information was particularly challenging in this regard. The students could identify the input and often the output of the systems, that is, what systems or components do, but the processes that take place within the systems were elusive. Comparing between technological systems also proved difficult for many students. The role of humans was considered important but it was mostly humans as users not as actors on a more systemic level, for example, as system owners, innovators, or politicians. This study confirms previous research in that the students had a basic understanding of structure, input and output of a technological system. Thus, the adult students in this study did not seem to have better understanding of technological systems than school pupils and teachers in previous studies, although this is in line with previous investigations on the general system thinking capabilities of children and adults. The most important implication of this study is that students need to be trained in systems thinking, particularly regarding how components work and connect to each other, flows (especially of information), system dependency, and the human role in technological systems.

Place, publisher, year, edition, pages
Dordrecht: Springer, 2017
Keyword
Technological systems, Conceptions, Technology teacher education, Systems theory, Sweden
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-124395 (URN)10.1007/s10798-016-9356-1 (DOI)000408371500002 ()
Available from: 2016-01-28 Created: 2016-01-28 Last updated: 2017-09-12
Samuelsson, J. & Hallström, J. (2016). Matematiksvårigheter i åtgärdsprogram: skolornas intentioner med elever i behov av särskilt stöd (1ed.). In: Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson (Ed.), Specialpedagogik: i, om, för och med praktiken (pp. 51-71). Stockholm: Liber
Open this publication in new window or tab >>Matematiksvårigheter i åtgärdsprogram: skolornas intentioner med elever i behov av särskilt stöd
2016 (Swedish)In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson-Gustavsson, Karin Forslund Frykedal, Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 51-71Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016 Edition: 1
Keyword
Matematikundervisning, Specialundervisning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125751 (URN)9789147111947 (ISBN)
Available from: 2016-03-03 Created: 2016-03-03 Last updated: 2017-02-02Bibliographically approved
Nordlöf, C., Höst, G. E., Klasander, C. & Hallström, J. (2015). An explorative study of the Swedish Technology subject from the teacher’s perspective. In: Marjolaine Chatoney (Ed.), PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015: . Paper presented at PATT 29. Marseille: Presses Universitaires de Provence
Open this publication in new window or tab >>An explorative study of the Swedish Technology subject from the teacher’s perspective
2015 (English)In: PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015 / [ed] Marjolaine Chatoney, Marseille: Presses Universitaires de Provence , 2015Conference paper, Published paper (Refereed)
Abstract [en]

In this study Swedish teachers’ views of the technology subject and technology teaching are examined. Investigations made the last few years show that there are deficiencies in the technology teaching in Swedish schools - e.g. lack of time in the timetable, low status, non-certified teachers and lack of materials. The subject is young, compared to other subjects, and the teachers have different backgrounds and different technological knowledge. Educational research in general tells us that the teacher has a great impact on the pupils and their learning situation. Therefore, the aim is to examine how Swedish Technology teachers experience and view the subject and its teaching.

The study is quantitative and based on a web based inquiry. 1153 teachers participated. The participants teach, or taught, technology in Swedish compulsory schools.  The data was analysed with the Statistical Package for Social Science (SPSS) software. In order to examine the teacher’s experience consisting of different underlying factors, an exploratory factor analysis was performed on 18 statements from the inquiry. The result of the analysis shows that there are four underlying factors; 1 Technology education is important, 2 Good conditions for technology education, 3 Syllabus is in focus for technology education and 4 Confidence, interest and technology education of the teacher. “Technology education is important” has the highest mean, which indicates that most of the teachers do find Technology important. The lowest mean is found in “Good conditions for technology education”, it shows that the respondents were not satisfied with the circumstances in their school. The factors are a help for a wider understanding of the teachers experience. Further investigations of the factors and the statistical material will follow, with ambitions to find out if there are some preconditions that explain why teachers have different views of the factors found in this first part.

Place, publisher, year, edition, pages
Marseille: Presses Universitaires de Provence, 2015
Keyword
Technology education, technology teachers, teachers’ attitude, factor analysis
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-117514 (URN)
Conference
PATT 29
Available from: 2015-04-30 Created: 2015-04-30 Last updated: 2015-11-09
Hallström, J. (2015). Drawing the Boundary Lines of Science Education: Subject Associations and Swedish Pre-Service Biology Teacher Education 1960-1990. History of Education Review, 44(2)
Open this publication in new window or tab >>Drawing the Boundary Lines of Science Education: Subject Associations and Swedish Pre-Service Biology Teacher Education 1960-1990
2015 (English)In: History of Education Review, ISSN 0819-8691, Vol. 44, no 2Article in journal (Refereed) Published
Abstract [en]

Purpose

The aim of this article is to describe and analyse how the Swedish Association of Biology Teachers (ABT) and some other subject associations helped form pre-service biology teacher education in two major Swedish reforms from ca. 1960 to 1990.

Design/methodology/approach

The activities of subject associations can be understood as boundary-work since they defend their subject boundaries in terms of content, space in the timetable, and legitimacy. A hermeneutic method of text interpretation is employed in analysing historical archival and parliamentary material.

Findings

The work of the ABT to demarcate their subject in the 1968 and 1988 Teacher Education Reforms may seem like merely defending certain biological items instead of others, in the name of science. However, it was also a professional struggle to assert the importance of the teachers, their jobs, education, knowledge of biology subject matter, and thereby their professional authority and autonomy. The ABT were also caught in a political struggle for their subject throughout the period of investigation. Depending on the political winds of the time they therefore had to ally themselves with or distance themselves from various actors.

Originality/value

In comparison with the few other studies of subject associations, this article is unique in outlining how the ABT acted in relation to teacher education. However, the ways of doing boundary-work were still very similar to those used by subject associations in schools in other countries, especially in acting for increased study time in their respective science subjects as well as their resistance to subject integration. An obvious conclusion regarding teacher education is that subject associations such as the ABT did not contribute to bridging the gap between subject matter and pedagogy but rather the opposite. Biology teacher education was seen as an academic pursuit carried out at universities rather than at the practically oriented teacher training colleges.

Place, publisher, year, edition, pages
London: Emerald Group Publishing Limited, 2015
National Category
History Didactics
Identifiers
urn:nbn:se:liu:diva-120708 (URN)10.1108/HER-02-2014-0008 (DOI)
Available from: 2015-08-24 Created: 2015-08-24 Last updated: 2015-09-17
Hallström, J., Elvstrand, H. & Hellberg, K. (2015). Gender and technology in free play in Swedish early childhood education. International journal of technology and design education, 25(2), 137-149
Open this publication in new window or tab >>Gender and technology in free play in Swedish early childhood education
2015 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, no 2, p. 137-149Article in journal (Refereed) Published
Abstract [en]

In the new Swedish curriculum for the preschool (2010) technology education is emphasized as one of the most significant pedagogical areas to work with. The aim of this article is to investigate how girls and boys explore and learn technology as well as how their teachers frame this in free play in two Swedish preschools. The study is inspired by an ethnographic approach and is based on qualitative data collected through video-taped observations and informal talk with children and teachers in two preschools. It is concluded that girls and boys learn to approach and handle technology differently, thereby confirming rather than dissolving gender boundaries. The girls more often have a special purpose in building something they need in their play, that is, they mostly engage in technological construction as a sideline. The boys, on the other hand, more often award technological construction a central part in their play; building is an end in itself. Teachers are not so active in supporting free play involving technology among the older children, nor in giving boys and girls equal opportunities to explore and use material and toys which are not gender-stereotyped. One important implication is that in-service education needs to address not only experiments and construction but also gender issues and how teachers can create equal opportunities for boys and girls in the free play.

Place, publisher, year, edition, pages
Springer Science+Business Media B.V., 2015
Keyword
Preschool Technology education Free play Gender Sweden
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-117417 (URN)10.1007/s10798-014-9274-z (DOI)000353406600001 ()
Available from: 2015-04-27 Created: 2015-04-27 Last updated: 2017-12-04
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0829-3349

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