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  • 1.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Representations of Technology in Educational Childrenʼs Fiction in Sweden in the Early 20th Century: The Example of The Wonderful Adventures of Nils2011In: PATT 25: CRIPT 8: Perspectives on LEarning in Design & Technology Education / [ed] Kay Stables, Clare Benson & Marc de Vries, London: Goldsmiths, University of London , 2011, 33-40 p.Conference paper (Refereed)
    Abstract [en]

    Literature as a pedagogical tool has been used by educators for a long time and the importance of using childrenʼs books in elementary classrooms has been a topic of discussion in Sweden since the early 20th century. This study presupposes that childrenʼs fiction in school libraries have played and still play a role in mediating technological knowledge and attitudes towards technology to school children. At the turn of the century 1900 school teaching, including its literature, accounted for the main mediation of views of technology to schoolchildren. An investigation of educational childrenʼs literature can therefore be seen as an important approach to the responses of our culture in general and the school in particular to technology and technical knowledge. The aim of the study is consequently to analyse changes of technological content – that is, knowledge in and about technology as well as attitudes towards technology – in childrenʼs literature in Swedish elementary school libraries and relate this content to changes in society. This study is part of a larger research project with the same research aim and questions, but for this paper we have limited the analysis of empirical material to just the one childrenʼs book, The Wonderful Adventures of Nils, by Selma Lagerlöf.

    Research on the historical background to technology as a knowledge domain and practice in the school is still in its infancy. Historical research could be one possible way of strengthening the identity of technology education and its position in the school curriculum as well as of finding ways of relating the knowledge base of technology education to changes in society. The introduction in Sweden of the 1980 Compulsory School Curriculum (Lgr 80) mandated the teaching of technology in compulsory schooling. However, technical education appeared in Swedish elementary education much earlier through other subjects. The early 20th century was in many ways formative in the sense that there was an increased spread and use of technology in society as Sweden was industrialised, which also affected what was taught in the school (Hallström, 2009; 2010).

    Childrenʼs literature has been used by educators for a long time and the importance of using childrenʼs books in elementary classrooms has been a topic of discussion in Sweden since the early 20th century. This study presupposes that childrenʼs fiction in school libraries have played and still play a role in mediating technological knowledge and attitudes towards technology to school children. At the turn of the century 1900 school teaching, including its literature, accounted for the main mediation of views of technology to schoolchildren. An investigation of educational childrenʼs literature can therefore be seen as an important approach to the responses of our culture in general and the school in particular to technology and technical knowledge. The aim of the study is consequently to analyse changes of technological content – that is, knowledge in and about technology as well as attitudes towards technology – in childrenʼs literature in Swedish elementary schoo  libraries and relate this content to changes in society:

    What technological content can be found in childrenʼs fiction in elementary school libraries during the period ca. 1900-1920, and how does it relate to societal changes?

    This study is part of a larger research project with the same research aim and questions, but for this paper we have limited the analysis of empirical material to just the one childrenʼs book, The Wonderful Adventures of Nils, by Selma Lagerlöf (Lagerlöf, 1906-07/2004, English edition Project Gutenberg). The reason for selecting this book is the fact that it was selected to be part of a body of literature for the Swedish elementary school in the early 1900s. Furthermore, it still is the most widely read of all Swedish educational childrenʼs books. It is also translated into English and several other languages, which makes it eligible to an international audience.

  • 2.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Representations of technology in the “Technical Stories” for children of Otto Witt, early 20th century Swedish technology educator2013In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, no 4, 817-834 p.Article in journal (Refereed)
    Abstract [en]

    Children's fiction in school libraries have played and still play a role in mediating representations of technology and attitudes towards technology to schoolchildren. In early 20th century Sweden, elementary education, including textbooks and literature that were used in teaching, accounted for the main mediation of technological knowledge to schoolchildren. An investigation of children's literature for schools is therefore important in order to understand what was considered worth knowing about technology at the time. The aim of this article is therefore to analyse the representations of technology and attitudes towards technology that were mediated through two children's fiction books in Swedish elementary school libraries in the 1910s. We have limited the analysis of empirical material to the books Technical Stories for Young and Old (Tekniska sagor for stora och smAyen, 1914) and Technical Stories of the War for Young and Old (Krigets tekniska sagor for stora och smAyen, 1915) by the Swedish inventor, author and technology educator Otto Witt. Gauging Witt's influence on the schoolchildren and educators of his time is very difficult, but in this first English-language article on his "technical stories" one can conclude that he was in many ways unique and probably fairly well-read in the schools of early 20th century Sweden and onward. He was also a particularly perceptive forerunner of today's technology and science educators in his use of anthropomorphism as an educational tool.

  • 3.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology and the shaping of a Swedish national identity in the educational work of Selma Lagerlöf, 1900-19072015In: History of Education and Children's Literature, ISSN 1971-1093, E-ISSN 1971-1131, Vol. 10, no 1, 299-316 p.Article in journal (Refereed)
    Abstract [en]

    In the early 1900s Sweden saw an unprecedented societal transformation through ongoing industrialisation, urbanisation, democratisation and new technologies. In 1906-1907 the celebrated Swedish writer Selma Lagerlöf published a book subsequently read by thousands of elementary school children, The Wonderful Adventures of Nils. Although Lagerlöf’s book was mainly seen as a novel, she was commissioned to write it as a textbook in geography for the Swedish elementary school. One of the aims on the part of the commissioner – the Swedish Association of Elementary School Teachers – was for the book to induce Swedish nationalist sentiment and boost the feeling of a national identity in schoolchildren. The aim of this study is to describe and analyse how various representations of technology were utilised to create the sense of a Swedish national identity in The Wonderful Adventures of Nils. A hermeneutic method is employed to analyse the book in relation to the historical context of early 20th century Sweden. It is concluded that technology and human settlements are natural elements of the various landscapes of Sweden, thereby making them as much a part of building a national identity around the physical environment as woods, plains, lakes, animals and plants. The message of the book seems to be that technology is interwoven with society and nature in the formation of modern Sweden. It is impossible to describe the nation and impart nationalism in children without also incorporating technology; it is a human creation and as much a force in shaping the nation as other human endeavours and nature.

  • 4.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hagberg, Jan-Erik
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Images of Technology and Sustainable Development in Swedish Children’s Literature2014In: Australasian Journal of Technology Education, Vol. 1, no 1, 1-9 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to investigate images of technology and how technology is linked to sustainable development in Swedish children’s literature. Our perspective is that such images represent values that are conveyed to the young generation. We have chosen to study books by four Swedish authors, Elsa Beskow, Inger Sandberg, Jan Lööf and Sven Nordqvist, all of them still read by many children, parents and teachers, both in and out of school. In the examined books, technology is portrayed in several modes: as a servant to man, as a deterministic force, as a loyal and equal companion to man, and as a natural phenomenon in a nostalgic world. Technologies that have a leading role in the stories examined are placed in different kind of contexts, more or less social, more or less utopian or idyllic. In all four authors’ writings there is an optimistic faith in children’s ability.

  • 5.
    Axell, Cecilia
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hagberg, Jan-Erik
    Linköping University, Department of Social and Welfare Studies, NISAL - National Institute for the Study of Ageing and Later Life. Linköping University, Faculty of Arts and Sciences.
    Technology for a Sustainable Life. Images in Swedish Children’s Literature2013In: PATT 27 Technology Education for the Future: A Playon Sustainability / [ed] P. John Williams & Dilani Gedera, Hamilton, New Zealand, 2013, 27-24 p.Conference paper (Refereed)
    Abstract [en]

    In the United Nations report Our common future sustainable development is defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Technology is seen as a kind of enabling force in that endeavour; new technologies are to be the solution to conflicts between growing economic activities and reductions in the use of natural resources. Sustainable development can, however, also be expressed as a set of traditional values that, in a country like Sweden, have been a part of everyday life for many generations. Education for sustainable development has been a goal in the Swedish national curriculum since 1994, not the least in the subject Technology. The teaching can evidently be inspired by both the international discussion on the future world and by the long tradition of how to live locally.

     

    The aim of this paper is to investigate images of technology and how technology is linked to sustainable development in children’s literature. Our perspective is that such images represent values that are conveyed to the young generation. We have chosen to study books by four Swedish authors, Elsa Beskow, Inger Sandberg, Jan Lööf and Sven Nordqvist, all of them still read by many children, parents and teachers alike, both in and out of school. Technology is in the examined books portrayed in several modes: as a servant to man, as a deterministic force, as a loyal and “equal” companion to man and as a natural phenomenon in a nostalgic world. Technologies that have a leading role in the examined stories are placed in different kind of contexts, more or less social, more or less utopian or idyllic. In all four author’s writings there is an optimistic faith in children’s ability to choose the right path. Children are the ones who must take responsibility for the future and overcome the problems the current adult generation have created. From a gender perspective, the message in the majority of the stories is clear: men are the source of technological development.

  • 6.
    Drangert, Jan-Olof
    et al.
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Educational Sciences.
    Den urbana renhållningen i Stockholm och Norrköping: -från svin till avfallskvarn?2002In: Bebyggelsehistorisk tidskrift, ISSN 0349-2834, no 44Article in journal (Refereed)
  • 7.
    Drangert, Jan-Olof
    et al.
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Educational Science (IUV). Linköping University, Faculty of Educational Sciences.
    Det urbana jordbrukslandskapets öde. Näringsämnenas kretslopp i Norrköping 1850-19202005In: Bruka, odla, hävda.: Odlingssystem och uthålligt jordbruk under 400 år / [ed] Ulf Jansson och Erland Mårald, Stockholm: Kungl. Skogs och Lantbruksakademien , 2005, 187-202 p.Chapter in book (Other academic)
    Abstract [sv]

    Nya kunskaper om odlingssystemens historia och om uthålligt jordbruk, presenteras i denna antologi. Kan det ha varit förändrade matvanor för 400 år sedan som drastiskt kom att förändra odlingssystemen? Hur skapades ett jordbruk som kunde vara hållbart under den stora befolkningstillväxten på 1800-talet? Hur har landskapet förändrats? Hur kan jordbrukets framtidsscenario se ut?Bokens författare kommer från olika forskningsfält - de är naturvetare, samhällsvetare såväl som humanister. Även deras bidrag spänner över stora områden, allt från konkreta förändringar i landskapet till teorier om jordbrukets utveckling. Antologins huvudområden är: odlingssystemens historia, de idéhistoriska perspektiven, naturens kretslopp, energi- och näringsflöden samt landskapsförändringar och hållbart nyttjande. Denna spännvidd gör att boken vänder sig till många kategorier - planerare, kulturgeografer, miljöforskare, kommunekologer, historiker, museimän, agrara praktiker och övriga intresserade av jordbruket och dess historia. Alla läsare får möjlighet att göra sig en egen syntes av förlopppen.

  • 8.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hellberg, Kristina
    Institutionen för pedagogik och lärande, Linnéuniversitetet.
    Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 1, 37-53 p.Article in journal (Refereed)
    Abstract [en]

    In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010. Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they handle technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of working with technology in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was analyzed with open coding in a Grounded Theory tradition. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, the teachers are uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also need to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

  • 9.
    Elvstrand, Helene
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology and Gender in Early Childhood Education: How Girls and Boys Explore and Learn Technology in Free Play in Swedish Preschools2012In: Technology Education in the 21st Century: Proceedings from the PATT 26 Conference, Technology Education in the 21st Century, Stockholm, Sweden, 26-30 June, 2012 / [ed] Thomas Ginner, Jonas Hallström, Magnus Hultén, Linköping: Linköping University Electronic Press, 2012, 163-171 p.Conference paper (Other academic)
    Abstract [en]

    The preschool is the first institutional context that Swedish children meet in their lives, and it therefore plays a very important role in the Swedish welfare state. As of 1998, preschools were part of the public school system and the first curriculum was then adopted. In the new curriculum for the preschool (2010) technology is emphasized as one of the most significant pedagogical areas to work with. In many countries the preschool age is seen as an important time for laying the foundations for interest in and knowledge about technology, since it is believed that the children’s curiosity comes naturally. It is thus seen as a crucial age to get both boys and girls interested in technology. Although research on technology education in the preschool is lacking to a great extent, existing research largely confirms these views. The aim of this paper is to investigate how girls and boys explore and learn technology in free play in two Swedish preschools. The empirical study is inspired by an ethnographic approach and is based on qualitative data collected through observations and informal talk with children and teachers. Two preschools with children one to five years old were chosen for the study.

    Today’s society places high demands on the individual in terms of ability to acquire understanding of and knowledge about technology. One of the visions of the 2010 Governmental committee Teknikdelegationen was a Swedish society that provides all its citizens with the competence needed to understand, profit by and influence the development of an increasingly complex and technologically advanced society. Hence the committee emphasized that knowledge about technology must be disseminated early on, already in the preschool, and technology should be an important feature throughout the education system (Teknikdelegationen, 2010, p. 26-27). A clear majority of Swedish children now attend the preschool, although it is not mandatory. The preschool is consequently the first institutional context that Swedish children meet in their lives, and it therefore plays a very important role in the Swedish welfare state. As of 1998, preschools were part of the public school system and the first curriculum was then adopted. In the new curriculum for the preschool (2010) technology is emphasized as one of the most significant pedagogical areas to work with. In many countries the preschool age is seen as an important time for laying the foundations for knowledge about and interest in technology, since it is believed that the children’s curiosity comes naturally (Axell, 2012). It is thus seen as a crucial age to get both boys and girls interested in technology. Although research on technology education in the preschool is lacking to a great extent, existing research largely confirms these views (see, for example, Parker-Rees, 1997).

    The aim of this paper is to investigate how girls and boys explore and learn technology in free play in two Swedish preschools. The empirical study is inspired by an ethnographic approach and is based on qualitative data collected through observations and informal talk with children and teachers. Two preschools with children one to five years old were chosen for the study.

  • 10.
    Ginner, Thomas
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Inledning - ett teknikdidaktiskt forskningsfält2006In: Forskningskonferens i teknikdidaktik: Styrdokument och klassrumsverklighet i skolans teknikundervisning, 2006, Linköping: Linköping University Electronic Press, 2006, Art.nr 001- p.Conference paper (Refereed)
  • 11.
    Ginner, Thomas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, JonasLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Hultén, MagnusRoyal Institute of Technology, Stockholm, Sweden.
    The PATT 26 conference Stockholm, Sweden 26–30 June 2012: Technology Education in the 21st Century2012Conference proceedings (editor) (Refereed)
    Abstract [en]

    PATT 26 will be held at the Royal Institute of Technology (KTH) in Stockholm, the beautiful capital of Sweden. The PATT 26 conference is part of a two-conference arrangement organized by the Royal Institute of Technology and the Centre for School Technology Education, CETIS, Linköping University, under the common heading Technology Education in the 21st Century. We hereby welcome international colleagues to this golden opportunity to share and learn more about the latest on-going and completed research in the field of technology education research, spanning from early years through to upper secondary education and teacher education.

    The overarching theme for PATT 26 is Technology Education in the 21st Century. The papers in this peer-reviewed conference book all reflect this broad theme, but they also relate to a variety of key areas in school technology education. Research topics include, for example, aspects of learning, teaching, and assessing; pupils’ attitudes; global issues such as sustainability, ethics, values and culture; interdisciplinarity; Science, Technology, Engineering & Mathematics (STEM); links with creative and performing arts; links with arts and social sciences; links with languages; the impact of technological developments on learning, teaching and assessing in technology education; the potential of a design approach; technological artefacts and systems; food technology; historical, sociological and philosophical perspectives on technology education. Together all these areas form a wide spectrum of research of relevance for technology education in the 21st century.

    Thomas Ginner, Jonas Hallström & Magnus Hultén,

    editors and organisers

    June 2012

  • 12.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Avslutning2009In: Världens gång – teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 1, 369-376 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknik är ett angeläget ämne. Om det än handlar om energi, globala klimatförändringar, välfärd eller mer vardagliga göromål spelar tekniken en avgörande roll. Att förstå samspelet mellan teknik, människa och samhälle är därför viktigt, både för oss som enskilda individer, medborgare och för samhället i stort. Världens gång - teknikens utveckling är uppbyggd kring ett antal centrala teman som exemplifieras genom olika författares kapitel. Bidragen ger exempel på viktig teknik i människans historia och är tänkta som inspiration för att kunna problematisera modern teknik. Vi får möta gammal teknik när den var ny, teknik under förändring, teknik i skolan och hos arkitekten, teknik som identitetsskapare, teknik som såväl redskap som komplexa system, teknik när den inte fungerar och när den får svårbegripliga och ibland förhatliga konsekvenser. Det handlar om teknikens roll i världens gång! Boken vänder sig till blivande och verksamma lärare, ingenjörer och tekniker samt till forskarstuderande inom olika ämnesområden. Den kan också läsas med stor behållning av personer med ett brett allmänt intresse för teknik

  • 13.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Inledning2009In: Världens gång - teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 1, 15-24 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknik är ett angeläget ämne. Om det än handlar om energi, globala klimatförändringar, välfärd eller mer vardagliga göromål spelar tekniken en avgörande roll. Att förstå samspelet mellan teknik, människa och samhälle är därför viktigt, både för oss som enskilda individer, medborgare och för samhället i stort. Världens gång - teknikens utveckling är uppbyggd kring ett antal centrala teman som exemplifieras genom olika författares kapitel. Bidragen ger exempel på viktig teknik i människans historia och är tänkta som inspiration för att kunna problematisera modern teknik. Vi får möta gammal teknik när den var ny, teknik under förändring, teknik i skolan och hos arkitekten, teknik som identitetsskapare, teknik som såväl redskap som komplexa system, teknik när den inte fungerar och när den får svårbegripliga och ibland förhatliga konsekvenser. Det handlar om teknikens roll i världens gång! Boken vänder sig till blivande och verksamma lärare, ingenjörer och tekniker samt till forskarstuderande inom olika ämnesområden. Den kan också läsas med stor behållning av personer med ett brett allmänt intresse för teknik.

  • 14.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Teknik och mediering2009In: Världens gång - teknikens utveckling / [ed] Per Gyberg & Jonas Hallström, Lund: Studentlitteratur , 2009, 1:1Chapter in book (Other (popular science, discussion, etc.))
  • 15.
    Gyberg, Per
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Hallström, JonasLinköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Världens gång - teknikens utveckling2009Collection (editor) (Other academic)
    Abstract [sv]

    Teknik är ett angeläget ämne. Om det än handlar om energi, globala klimatförändringar, välfärd eller mer vardagliga spörsmål spelar tekniken en avgörande roll. Att förstå samspelet mellan teknik, människa och samhälle är därför viktigt, både för oss som enskilda individer, medborgare och för samhället i stort. Världens gång - teknikens utveckling är uppbyggd kring ett antal centrala teman som exemplifieras genom olika förfat-tares kapitel. Bidragen ger exempel på viktig teknik i människans historia och är tänkta som inspiration för att kunna problematisera modern teknik. Vi får möta gammal teknik när den var ny, teknik under förändring, teknik i skolan och hos arkitekten, teknik som identitetsskapare, teknik som såväl redskap som komplexa system, teknik när den inte fungerar och när den får svårbegripliga och ibland förhatliga konsekvenser. Det handlar om teknikens roll i världens gång! Boken vänder sig till blivande och verksamma lärare, ingenjörer och tekniker samt till forskarstuderande inom olika ämnesområden. Den kan också läsas med stor behållning av personer med ett brett allmänt intresse för teknik. 

  • 16.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Back to the Roots: Strengthening Technology Education through Historical Research2010In: Strengthening the Position of Technology Education in the Curriculum: Proceedings PATT-22 Conference Delft, the Netherlands, August 24-28, 2009 / [ed] Arien Bekker, Ilja Mottier and Marc J. de Vries, Reston, VA: International Technology and Engineering Education Association , 2010, 226-242 p.Conference paper (Refereed)
  • 17.
    Hallström, Jonas
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Constructing a Pipe-Bound City: A History of Water Supply, Sewerage, and Excreta Removal in Norrköping and Linköping, Sweden, 1860-19102003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the mid- to late 19th century, modern pipe-bound water and sewer systems proliferated in European cities, a development that has sometimes been regarded as a necessary result of a sanitary awakening and the progress of science and technology. By analyzing the introduction and subsequent expansion of water, sewerage, and excreta collection on the local level, in the Swedish cities Norrköping and Linköping, this oversimplified picture is questioned. The main problematique of this dissertation is why piped water supply and sewerage were introduced in these two Swedish cities at this particular time in history, and why the systems were subsequently extended. The actor-network theory (ANT) is used as an analytical tool. In the local context issues of governance, economy, technology, public health, and environment were brought to a head, and, if anything stands out, it is the complexity of introducing new technology.

    Despite the differences between Norrköping and Linköping in terms of topography and social and economic structures, the evolution of water supply and sewerage was on the whole similar. The existence of uniform scientific, technological, ideological, and cultural influences and of legislation at the national level, coupled with suburban growth, contributed to this development. There was more variation in excreta collection, because of the differences between the cities. Poor sanitary conditions, a river sensitive to pollution, and a strong public health network caused Linköping to introduce sanitary regulations much earlier than Norrköping and in Linköping WC’s were not as common.

  • 18.
    Hallström, Jonas
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    Den sundaste staden i Europa? Renhållningsfrågan i Norrköping 1885-18952000In: Naturens nytta:: Från Linné till det moderna samhället / [ed] Per Eliasson & Ebba Lisberg Jensen, Lund: Historiska media & Historiska institutionen, Lunds universitet , 2000, 183-205 p.Chapter in book (Other academic)
    Abstract [sv]

    I Naturens nytta diskuterar och analyserar framstående historiker, ekonomhistoriker och humanekologer naturens nytta och kunskapens villkor från Linnés dagar fram till idag. I engagerande artiklar behandlas bland annat jordbrukets utveckling, synen på jordbrukslandskapet, förutsättningarna för skogsbruk och timmerflottning samt spridning och kontroll av föroreningar i historisk tid och nutid. Bidragen speglar den bredd som finns i dagens mycket angelägna miljöhistoriska forskning. Medverkande skribenter är bland andra:- Jonas Hallström, doktorand vid Tema Vatten i Natur och Samhälle, Linköping.- Astrid Kander, doktorand i ekonomisk historia, Lund.- Martin Johansson, doktorand i historia, Göteborg.- Erland Mårald, fil. dr i idéhistoria, Umeå.- Katarina Salzman, doktorand i etnologi, Lund.Naturens nytta ingår i Lagerbringbiblioteket, en bokserie för ny historisk forskning och historievetenskaplig diskussion. Den utges av Historiska institutionen vid Lunds universitet i samarbete med Historiska Media.

  • 19.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Drawing the Boundary Lines of Science Education: Subject Associations and Swedish Pre-Service Biology Teacher Education 1960-19902015In: History of Education Review, ISSN 0819-8691, Vol. 44, no 2Article in journal (Refereed)
    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.

  • 20.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Elementary School Technology Education in Sweden, ca. 1900-19202007In: PATT 18 Pupils¿ Attitudes Towards Technology, International Conference on Design and Technology Educational Research, 2007, Teaching and Learning Technological Literacy in the Classroom,2007, Glasgow: Faculty of Education, University of Glasgow , 2007, 18- p.Conference paper (Refereed)
  • 21.
    Hallström, Jonas
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    European Water History from a Swedish Viewpoint: Introduction of Modern Water and Sewer Systems in Norrköping and Linköping 1860-18752001In: Vatten : tidskrift för vattenvård, ISSN 0042-2886, Vol. 57, no 3, 187-193 p.Article in journal (Other academic)
  • 22.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Exploring the relationship between technology education and educational sloyd2018In: Handbook of technology education / [ed] Marc J. de Vries, Cham: Springer, 2018, 205-217 p.Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to investigate the relationship between technology education and educational sloyd (slöjd) in Sweden from the early 1960s until today. It is concluded that the technology subject domain during this period has modernized and become broader and broader, including a systems component. Educational sloyd, on the other hand, partly contains modern, technology-related components but also partly remains a subject emphasizing knowledge and skills rooted in a rural society including elements such as manual handicraft, tool management, aesthetic skills, as well as personal development. The most notable difference between the two subjects lies in their philosophical foundations. Technology education is about various aspects of the human-made world. Its main interest is technology itself; what it is, how it evolves, and how we as humans conceive, design, use, and manage technology. Educational sloyd, on the other hand, is mainly about human development, human capabilities of creating, crafting, working, and developing. However, the curriculum overlap between the two subjects is strikingly similar, and a major part of sloyd can therefore also be seen as a part of the field of technology education today.

  • 23.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Fredrik Charpentier Ljungqvist, Global nedkylning: klimatet och människan under 10 000 år2010In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 130, no 3, 521-522 p.Article, book review (Other academic)
  • 24.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Henry Nygård, Bara ett ringa obehag? Avfall och renhållning i de finländska städernas profylaktiska strategier 1830-19302005In: Scandia, ISSN 0036-5483, Vol. 71, no 2, 305-307 p.Article in journal (Other academic)
  • 25.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Historical Perspectives on Water Pollution in the Baltic Sea: the Case of the River Motala Ström, 1860-19102004In: Learning from Environmental History in the Baltic Countries, Stockholm: UNESCO Myndigheten för skolutveckling , 2004, 51-61 p.Chapter in book (Other (popular science, discussion, etc.))
  • 26.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    II Teknik som system2009In: Världens gång – teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 1, 77-80 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknik är ett angeläget ämne. Om det än handlar om energi, globala klimatförändringar, välfärd eller mer vardagliga göromål spelar tekniken en avgörande roll. Att förstå samspelet mellan teknik, människa och samhälle är därför viktigt, både för oss som enskilda individer, medborgare och för samhället i stort. Världens gång - teknikens utveckling är uppbyggd kring ett antal centrala teman som exemplifieras genom olika författares kapitel. Bidragen ger exempel på viktig teknik i människans historia och är tänkta som inspiration för att kunna problematisera modern teknik. Vi får möta gammal teknik när den var ny, teknik under förändring, teknik i skolan och hos arkitekten, teknik som identitetsskapare, teknik som såväl redskap som komplexa system, teknik när den inte fungerar och när den får svårbegripliga och ibland förhatliga konsekvenser. Det handlar om teknikens roll i världens gång! Boken vänder sig till blivande och verksamma lärare, ingenjörer och tekniker samt till forskarstuderande inom olika ämnesområden. Den kan också läsas med stor behållning av personer med ett brett allmänt intresse för teknik.

  • 27.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Kaivot ja käymälät - A Brief History of Wells and Toilets: the Case of Finland, Petri S. Juuti & Katri J. Wallenius2007In: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 32, no 3, 312-314 p.Article in journal (Other academic)
  • 28.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Looking Back in Order to Move Forward: The Position of Technology Education in Past Swedish Curricula2011In: Positioning Technology Education in the Curriculum / [ed] Marc J. de Vries, Rotterdam: Sense Publishers , 2011Chapter in book (Refereed)
    Abstract [en]

    The position of technology education in the school curriculum is a topic of continuous discussions. This book offers a number of research-based contributions to that discussion. A number of aspects have been identified that are related to the way technology education can be embedded in the curriculum: The historical development of the subject, its disciplinary character, its relation to other parts of the curriculum, and in particular with science and language education, the relation between the formal school curriculum and informal learning, forms of progression over the grades, and its contribution to citizenship, forms of literacy and ethics. The final chapter deals with specific issues for developing countries. The book can support decision making on the curriculum and the development of technology education as a part of that by providing theoretical and empirical insights on this topic.Show more Show less

  • 29.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Miljöhistoria underifrån. Vatten- och avloppssystem i gymnasieskolans historieundervisning2002In: Miljön har en historia från Skanör till Kiruna. Miljöhistoria i svenska skolor, Malmö: Malmö högskola , 2002, 105-108 p.Chapter in book (Other (popular science, discussion, etc.))
  • 30.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Om teknikhistoriens roll i grundskolans historie- och teknikämnen2012In: Samhällsdidaktik: sju aspekter på samhällsundervisning i skola och lärarutbildning / [ed] Anna Johnsson Harrie & Hans Albin Larsson, Linköping: Linköpings universitet , 2012, 37-60 p.Conference paper (Refereed)
    Abstract [sv]

    Sju forskare vid Linköpings universitet ventilerar olika sidor av samhällsundervisningens problematik och möjligheter, såsom hur samhällsundervisningens villkor ständigt förändras och konsekvenserna av detta, vilken roll teknikhistoria bör ha i grundskolan, hur gymnasieskolans nya kursplan i historia har påverkat läromedlen, innehållet i sponsrade läromedel, betydelsen av religionsundervisning i särskolan, hur staten främjar utbildning i samband med ett jubileum samt vikten av internationellt utbyte. 

  • 31.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Petri S. Juuti & Tapio S. Katko (Eds): From a Few to All2006In: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 31, no 1, 81-83 p.Article in journal (Other academic)
  • 32.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Polisen, kulspetspennan och den tekniska bildningen: om lättheten att använda och svårigheten att förstå teknik2014In: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker: vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, 69-73 p.Chapter in book (Other academic)
  • 33.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Samhällslivet, tekniken och skolan.: Teknik i fortsättningsskolans medborgarkunskap, 1918-19362013In: Teknik Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, 147-165 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 34.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Systemteori och teknik: En introduktion till stora tekniska system2009In: Världens gång – teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 1, 99-117 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknik är ett angeläget ämne. Om det än handlar om energi, globala klimatförändringar, välfärd eller mer vardagliga göromål spelar tekniken en avgörande roll. Att förstå samspelet mellan teknik, människa och samhälle är därför viktigt, både för oss som enskilda individer, medborgare och för samhället i stort. Världens gång - teknikens utveckling är uppbyggd kring ett antal centrala teman som exemplifieras genom olika författares kapitel. Bidragen ger exempel på viktig teknik i människans historia och är tänkta som inspiration för att kunna problematisera modern teknik. Vi får möta gammal teknik när den var ny, teknik under förändring, teknik i skolan och hos arkitekten, teknik som identitetsskapare, teknik som såväl redskap som komplexa system, teknik när den inte fungerar och när den får svårbegripliga och ibland förhatliga konsekvenser. Det handlar om teknikens roll i världens gång! Boken vänder sig till blivande och verksamma lärare, ingenjörer och tekniker samt till forskarstuderande inom olika ämnesområden. Den kan också läsas med stor behållning av personer med ett brett allmänt intresse för teknik.

  • 35.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    Technical Knowledge in a Technical Society: Elementary School Technology Education in Sweden, 1919-19282009In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 38, no 4, 455-474 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to identify a technical domain of knowledge in the curriculum of the Swedish elementary school and views on elementary school technology of two interest groups – school teachers and engineers. Gradually during the early to mid-1920s there was increased technical content in the Swedish elementary school, if we look at the new curriculum, in-service education and stakeholders’ views. The main reasons for this were, first of all, that the first decades of the twentieth century witnessed industrial growth with accompanying technification of large parts of society including the school. Second, the curriculum of 1919 had a broader technical content than earlier curricula, and thus mirrored the societal changes. Third, vocational secondary schools led to new requirements in respect of elementary technology education. Representatives of the Government were prime movers in enhancing the significance of technology in school together with teachers, while engineers generally showed little interest.

  • 36.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Technology, social space and environmental justice in Swedish cities: Water distribution to suburban Norrköping and Linköping, 1860-902005In: Urban History, ISSN 0963-9268, E-ISSN 1469-8706, Vol. 32, no 3, 413-433 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to study how the Swedish cities Linköping and Norrköping treated new working-class suburbs during the period from 1860 to 1890, by looking at the extension of piped water supply. The author concludes that working-class suburbs were located in poor, geographically unfavourable and unsanitary places, to which extensions of water could be technically demanding and expensive, which led to frequent urban inability or unwillingness to help. It is also suggested that by denying water cities separated spatially between city and suburb, thereby underlining already existing environmental and even spatial injustice between the two. © 2005 Cambridge University Press.

  • 37.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Teknik som allmänbildning: Lärdomar av ingenjörers syn på teknisk kunskap under 1920-talet2009In: Världens gång – teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 1, 61-75 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknik är ett angeläget ämne. Om det än handlar om energi, globala klimatförändringar, välfärd eller mer vardagliga göromål spelar tekniken en avgörande roll. Att förstå samspelet mellan teknik, människa och samhälle är därför viktigt, både för oss som enskilda individer, medborgare och för samhället i stort. Världens gång - teknikens utveckling är uppbyggd kring ett antal centrala teman som exemplifieras genom olika författares kapitel. Bidragen ger exempel på viktig teknik i människans historia och är tänkta som inspiration för att kunna problematisera modern teknik. Vi får möta gammal teknik när den var ny, teknik under förändring, teknik i skolan och hos arkitekten, teknik som identitetsskapare, teknik som såväl redskap som komplexa system, teknik när den inte fungerar och när den får svårbegripliga och ibland förhatliga konsekvenser. Det handlar om teknikens roll i världens gång! Boken vänder sig till blivande och verksamma lärare, ingenjörer och tekniker samt till forskarstuderande inom olika ämnesområden. Den kan också läsas med stor behållning av personer med ett brett allmänt intresse för teknik.

  • 38.
    Hallström, Jonas
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Teknikhistoria ger teknikämnet perspektiv2007In: Tekniken i skolan : nyhetsbrev för teknikdmnet i förskola och skola, Vol. 13, no MajArticle in journal (Other (popular science, discussion, etc.))
  • 39.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknikhistoria öppnar upp vidare perspektiv på tekniken2013In: Ginners teknikdidaktiska handbok: Några teser om teknik, skola och samhälle / [ed] Jonas Hallström & Claes Klasander, Linköping: Linköping University Electronic Press, 2013, 61-72 p.Chapter in book (Other academic)
  • 40.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    ’Teknisk bildning för hvar och en’: Framväxten av ett tekniskt kunskapsinnehåll i folkskolan, 1900-19302013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, 103-146 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 41.
    Hallström, Jonas
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    The Growing Pains of the Pipe-Bound City: The Extension of Water and Sewerage to Suburban Areas in Norrköping, Sweden, 1860-18902002In: Public Works Management & Policy, ISSN 1087-724X, E-ISSN 1552-7549, Vol. 6, no 3, 186-199 p.Article in journal (Refereed)
  • 42.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA). Linköping University, Faculty of Educational Sciences.
    'To hold the subject's territory': The Swedish Association of Biology Teachers and two curricular reforms, 1960-19652010In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 39, no 2, 239-259 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to investigate and analyse the cultural boundaries of school biology, and to a certain extent the natural science subjects in general, in two Swedish curriculum reforms, from the viewpoint of the Swedish Association of Biology Teachers (ABT). Thomas Gieryn’s concept of boundary‐work is thus used in analysing how the ABT acted to ‘hold the subject’s territory’. The ABT had substantial influence on the content of the new biology curricula, although this was sometimes achieved after internal conflict and required support from other actors, especially university biologists. Upper secondary biology had the highest status and was seen as a science, related to modern biological research and curriculum development, particularly in the USA. Despite the efforts of the ABT boundary‐work was unsuccessful in respect of the timetable; the natural science subjects were reduced both at the lower and upper secondary level, in contrast to what happened in many other Western countries.

  • 43.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Urban or Suburban Water?: Working Class Suburbs, Technological Systems and Environmental Justice in Swedish Cities in the Late Nineteenth Century2011In: Environmental and Social Justice in the City: Historical Perspectives / [ed] Geneviève Massard-Guilbaud and Richard Rodger, Cambridge: The White Horse Press , 2011Chapter in book (Other academic)
    Abstract [en]

    The world is full of environmental injustices and inequalities, yet few European historians have tackled these subjects head on; nor have they explored their relationships with social inequalities. In this innovative collection of historical essays the contributors consider a range of past environmental injustices, spanning seven northern and western European countries and with several chapters adding a North American perspective. In addition to an introductory chapter that surveys approaches to this area of environmental history, individual chapters address inequalities in the city as regards water supply, air pollution, waste disposal, factory conditions, industrial effluents, fuel poverty and the administrative and legal arrangements that discriminated against segments of society.

  • 44.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    VII Teknik och mediering2009In: Världens gång – teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 311-315 p.Chapter in book (Other (popular science, discussion, etc.))
  • 45.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Elvstrand, Helene
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hellberg, Kristina
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Gender and technology in free play in Swedish early childhood education2015In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, no 2, 137-149 p.Article in journal (Refereed)
    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.

  • 46.
    Hallström, Jonas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Ginner, Thomas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    I Teknik i skolan2009In: Världens gång – teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 1, 25-27 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknik är ett angeläget ämne. Om det än handlar om energi, globala klimatförändringar, välfärd eller mer vardagliga göromål spelar tekniken en avgörande roll. Att förstå samspelet mellan teknik, människa och samhälle är därför viktigt, både för oss som enskilda individer, medborgare och för samhället i stort. Världens gång - teknikens utveckling är uppbyggd kring ett antal centrala teman som exemplifieras genom olika författares kapitel. Bidragen ger exempel på viktig teknik i människans historia och är tänkta som inspiration för att kunna problematisera modern teknik. Vi får möta gammal teknik när den var ny, teknik under förändring, teknik i skolan och hos arkitekten, teknik som identitetsskapare, teknik som såväl redskap som komplexa system, teknik när den inte fungerar och när den får svårbegripliga och ibland förhatliga konsekvenser. Det handlar om teknikens roll i världens gång! Boken vänder sig till blivande och verksamma lärare, ingenjörer och tekniker samt till forskarstuderande inom olika ämnesområden. Den kan också läsas med stor behållning av personer med ett brett allmänt intresse för teknik

  • 47.
    Hallström, Jonas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS).
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Technology in the rear-view mirror: How to better incorporate the history of technology into technology education2011In: International Journal of Technology and Design Education, ISSN 0957-7572, Vol. 21, no 1, 3-17 p.Article in journal (Refereed)
    Abstract [en]

    The history of technology can play an important role in illuminating the fundamentals of technological change, but it is important that technology teachers, teacher educators, curriculum developers and researchers can be provided with good analytical tools for this purpose. In this article, we propose a model of techno-historical interplay, as a help in deciding what historical artefacts and systems should be included in technology curricula and teaching as well as in analyzing and conveying to students the fundamental issues of technological change. We want to emphasize particularly three points of importance in employing the model as a tool of analysis. First of all, it is crucial to decide what one wants the technologically literate student to know about technology and technological change. This should include an awareness of the historical and geographical contingency of any technology. Second, on the basis of this decision one should adapt the model as a tool for selecting relevant technologies. Third, the model should be applied as an instrument of analysis of the history of the selected technological artefacts or systems as well as theories of technological development.

  • 48.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Lövheim, Daniel
    Stockholms universitet.
    Avslutning2013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, 251-255 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 49.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Lövheim, Daniel
    Stockholms universitet.
    Inledning: Perspektiv på teknik i skolan, 1842-20102013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, 9-18 p.Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 50.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, MagnusLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.Lövheim, DanielStockholms universitet.
    Teknik som kunskapsinnehåll i svensk skola 1842-20102013Collection (editor) (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

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