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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
Open this publication in new window or tab >>Connecting Authentic Innovation Activities to the Design Process
2018 (English)In: 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, p. 216-222Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Athlone, Ireland: , 2018
Keywords
Authentic learning, Innovation project, Upper secondary school, Design process
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-149069 (URN)978-1-5272-2507-7 (ISBN)978-1-5272-2508-4 (ISBN)
Conference
36th International Pupils’ Attitudes Towards Technology Conference, Athlone , Ireland, 18–21 June, 2018.
Available from: 2018-06-26 Created: 2018-06-26 Last updated: 2018-08-24Bibliographically approved
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
Sultan, U., Axell, C. & Hallström, J. (2018). Girls’ Engagement in Technology Education: A Systematic Review of the Literature. In: Niall Seery, Jeffrey Buckley, Donal Canty, Joseph Phelan (Ed.), PATT36 International Conference: Researche and Practice in Technology Education: Perspectives on Human Capacity and Development. Paper presented at 36th International Pupils’ Attitudes Towards Technology Conference Athlone Institute of Technology, Co. Westmeath, Ireland, 18th–21st June 2018 (pp. 231-238). Technology Education Research Group
Open this publication in new window or tab >>Girls’ Engagement in Technology Education: A Systematic Review of the Literature
2018 (English)In: PATT36 International Conference: Researche and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] Niall Seery, Jeffrey Buckley, Donal Canty, Joseph Phelan, Technology Education Research Group , 2018, p. 231-238Conference paper, Published paper (Other academic)
Abstract [en]

The aim of this study is to review international published scientific literature on the subject of girls’ engagement in technology education, in order to: (a) identify what is the most common descriptions of the relationship between girls and technology, (b) identify how girls’ engagement in technology education is described, and (c) identify the type of technology concerned. After systematically searching a bibliographic database, 21 articles were located and included in the study. For each article, we have analysed the purpose of the study, the content of the research done, the research method used, and the sample characteristics and the results observed. The results of the literature review are discussed in terms of their implications for future research and can be used as guidance for educators and researchers in the area. This could lead to further questions, such as if a negative discourse around girls’ relationship with technology may assist or hinder girls’ engagement in technology and technology education

Place, publisher, year, edition, pages
Technology Education Research Group, 2018
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:liu:diva-148834 (URN)9781527225077 (ISBN)9781527225084 (ISBN)
Conference
36th International Pupils’ Attitudes Towards Technology Conference Athlone Institute of Technology, Co. Westmeath, Ireland, 18th–21st June 2018
Available from: 2018-06-23 Created: 2018-06-23 Last updated: 2018-09-04Bibliographically 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
Schooner, P., Klasander, C. & Hallström, J. (2018). Teknik, systemgräns och människa: Tekniklärares uppfattningar om vad tekniska system är. NorDiNa: Nordic Studies in Science Education, 14(4), 427-442
Open this publication in new window or tab >>Teknik, systemgräns och människa: Tekniklärares uppfattningar om vad tekniska system är
2018 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 4, p. 427-442Article in journal (Refereed) Published
Abstract [en]

The subject matter of technological systems is central in compulsory school technology education in Sweden. However, technology teachers would need more support in their endeavors to interpret the curriculum as both educational and philosophical research lack a clear answer to the question of what technological systems are. A better conceptualization of technological systems could also facilitate communication between teachers and students, and even improve learning about systems. The aim of this study is thus to investigate Swedish technology teachers’ conceptions about technological systems. We interviewed 11 technology teachers in compulsory education from various parts of Sweden. The transcripts from the interviews were analyzed with thematic content analysis and resulted in four characteristic system properties. In the teachers’ collective depictions of technological systems, the first two system properties focused on the technological core of the system, closely related to a philosophical conception of technology as objects. In contrast, the last two system properties illustrated the teachers’ descriptions of technological systems as something that is closely connected to a socio-technical understanding of systems where humans play a significant role for their evolution. There was one exception to this, namely how the systems are controlled, and here the teachers were ambivalent as to how much humans can intervene. The conception of technological systems as objects and the uncertainty about human control over these systems, are two obstacles to well-designed systems teaching that will lead to technological literacy for students.

Place, publisher, year, edition, pages
Oslo, Norway: Naturfagsenteret, 2018
Keywords
technology education, technological system, conception, teacher
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-152718 (URN)10.5617/nordina.4110 (DOI)
Available from: 2018-11-16 Created: 2018-11-16 Last updated: 2018-11-21Bibliographically 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). Design of an authentic innovation project in Swedish upper secondary technology education. Australasian Journal of Technology Education, 4, 1-15
Open this publication in new window or tab >>Design of an authentic innovation project in Swedish upper secondary technology education
2017 (English)In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 4, p. 1-15Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Waikato, NZ: University of Waikato, 2017
Keywords
authentic learning; Swedish upper secondary education; technology education; module; entrepreneurial skills; 21st century skills
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-141549 (URN)10.15663/ajte.v4i1.48 (DOI)
Available from: 2017-09-29 Created: 2017-09-29 Last updated: 2018-11-16Bibliographically 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
Keywords
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
Keywords
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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0829-3349

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