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  • 1.
    Artman, Henrik
    et al.
    KTH Royal Institute of Technology, Stockholm, Sweden.
    House, David
    KTH Royal Institute of Technology, Stockholm, Sweden.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Design Learning Opportunities in Engineering Education: A case study of students solving an interaction–design task2014Conference paper (Other academic)
    Abstract [en]

    How do engineering students embrace interaction design? We presented two groups of chemical engineering students with an interaction design brief with the task of producing a concept prototype of an interactive artefact. Through interaction analysis of video material we analyse how the students gesture and use concepts adhering to interaction. The students frequently use gestures to enhance idea-generation. Sketches are used sparsely and other design materials were almost not used at all.

  • 2.
    Artman, Henrik
    et al.
    KTH.
    House, David
    KTH.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Designed by Engineers: An analysis of interactionaries with engineering students compared to interaction design students2014In: Designs for Learning, ISSN 1654-7608, Vol. 7, no 2, p. 28-56Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students per-form a time-constrained, open-ended, complex interaction design task, an “in-teractionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering stu-dents carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral com-munication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We fur-ther identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interac-tionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.

  • 3.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Primary School Teachers’ Development of Subject-Specific Knowledge in Technology during a Design Based Research Project2013In: PATT27 Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December 2013: A Play on Sustainability / [ed] P John Williams and Dilani Gedera, University of Waikato, New Zealand , 2013, p. 59-64Conference paper (Refereed)
    Abstract [en]

    In this study we examine the development of teachers’ subject-specific knowledge in technology during a design based research project. In the project a researcher collaborated with two primary school teachers in exploring their students’ learning of technology. Throughout the whole project, the teacher-researcher group worked in an iterative and systematic way to explore the students’ learning. The data draws from the groups’ meetings during the whole project. In order to study the potential learning that was taking place among the teacher team during the course of the teaching project, Practical epistemology analysis (PEA) was used. During the project the teachers’ expanding knowledge was based on needs of relations between their understanding of the object of learning (i.e. the capability that the students should develop) and their previous teaching experiences, technical terms and real life examples. An important factor explaining the development of the teachers’ knowledge base was the discussion in the group focusing on different aspects, starting with formulating an object of learning, constructing the pre-test, identifying critical aspects and planning and revising lessons. Our study shows that it is possible for primary school teachers to significantly increase their knowledge base in technology and technology education through design-based teaching.

     

  • 4.
    Fredriksson, Karolina
    et al.
    Skolforskningsinstutet, Solna.
    Envall, Ida
    Skolforskningsinstitutet, Solna.
    Bergman, Eva
    Skolforskningsinstututet, Solna.
    Fundell, Sara
    Skolforskningsinstitutet, Solna.
    Norén, Eva
    Stockholms universitet, Institutionen för matematikämnets och naturvetenskapernas didaktik.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kullberg, Angelika (Contributor)
    Institutionen för didaktik och pedagogisk profession, Göteborgs universitet.
    Klassrumsdialog i matematikundervisningen: matematiska samtal i helklass i grundskolan2017Report (Other academic)
    Abstract [sv]

    Denna systematiska översikt ger en bild av vad forskningen sammantaget säger om hur lärare kan leda samtal i helklass för att få elever att delta i gemensamma matematiska resonemang. Det handlar om diskussioner i vilka eleverna använder och analyserar matematiska begrepp och argumenterar matematiskt. Detta är förmågor som kursplanen i matematik anger att undervisningen ska ge eleverna förutsättningar att utveckla, och som forskning lyfter fram att elever i svensk skola behöver förstärka. Översikten rör också frågor om hur lärare kan möta och ta tillvara elevers olikheter i undervisningen, närmare bestämt hur lärare kan få med elever som inte är så benägna att delta i gemensamma resonemang, och hur elevers olika idéer kan bli en del av de matematiska samtalen och berika dem. Översikten utgår från följande frågeställning:

    • Vad kännetecknar klassrumsdialoger som engagerar elever i matematiska
    • resonemang och som möter och tar tillvara elevers olikheter, och vad kännetecknar
    • lärarens ledning av sådana dialoger?

    Översikten är en sammanställning av arton forskningsstudier som systematiskt har valts ut av forskare efter omfattande litteratursökningar i internationella forskningsdatabaser. Sökningarna resulterade i 10 528 studier.

    Studierna bygger på ingående observationer och analyser av dialoger i helklass mellan lärare och elever. Det är klassrumssituationer som lärare skulle kunna känna igen sig i. Analyserna sätter ord på det som sker och ger förståelse i form av olika begrepp och strukturer. Denna vetenskapligt grundade kunskap kan utgöra stöd för lärare när de planerar och leder klassrumsdialoger i matematikundervisningen.

  • 5.
    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

  • 6.
    Hagberg, Jan-Erik
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies.
    Hultén, Magnus
    LHS.
    Skolans undervisning och elevers lärande i teknik: svensk forskning i internationell kontext2005Report (Other academic)
    Abstract [sv]

    I rapporten redovisas och diskuteras svensk och internationell teknikdidaktisk forskning, i första hand sådan forskning som behandlar undervisning och lärande av teknik i skolan, inom ramen för ett allmänbildande ämne. Skolans undervisning i teknik behandlas ur ett historiskt perspektiv och forskningsfältets avgränsning, tyngdpunkter och utveckling diskuteras. Rapporten innehåller sammanställningar över svenska forskningsmiljöer, Science Centers, internationella organisationer, tidskrifter och konferenser.

  • 7.
    Hagberg, Jan-Erik
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies.
    Hultén, Magnus
    Lärarhögskolan i Stockholm.
    Teknikdidaktik under formering2005Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Svensk och internationell teknikdidaktisk forskning diskuteras i relation till den svenska grundskolans teknikämne

  • 8.
    Haglund, Jesper
    et al.
    Uppsala universitet. Sweden.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Tension Between Visions of Science Education: The Case of Energy Quality in Swedish Secondary Science Curricula2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 3-4, p. 323-344Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to contribute to an understanding of how curricular changeis accomplished in practice, including the positions and conflicts of key stakeholders andparticipants, and their actions in the process. As a case, we study the treatment of energy inSwedish secondary curricula in the period 1962–2011 and, in particular, how the notion ofenergy quality was introduced in the curricula in an energy course at upper secondary school in1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ twocompeting visions of science education, Vision I in which school science subjects largelymirror their corresponding academic disciplines and Vision II that incorporates societal mattersof science. In addition, a newly suggested Vision III represents a critical perspective on scienceeducation. Our analysis shows how Vision II and III aspects of science education have gainedimportance in curricula since the 1980s, but in competition with Vision I considerations.Energy quality played a central role in providing Vision II and III arguments in the curriculardebate on energy teaching. Subsequent educational research has found that Swedish teachersand students struggle with how to relate to energy quality in physics teaching, which weexplain as partly due to the tension between the competing visions.

  • 9.
    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, p. 251-255Chapter 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.

  • 10.
    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, p. 9-18Chapter 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.

  • 11.
    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.

  • 12.
    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 Educational Sciences.
    Lövheim, Daniel
    Stockholm University, Sweden.
    The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842–20102014In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 2, p. 121-139Article in journal (Refereed)
    Abstract [en]

    Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.

  • 13.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Boundary objects and curriculum change: the case of integrated versus subject-based teaching2013In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, no 6, p. 790-813Article in journal (Refereed)
    Abstract [en]

    The article examines the stability and success of ideas within pedagogical discourses. Why do certain ideas attract actors and how does change come about? These general questions are dealt with through considering the example of the swift spread of an interdisciplinary idea, arbetsområde (translated to ‘spheres of work’) in the process of a Swedish national curriculum reform 1966–1967. How did it manage to become such a central concept in the curriculum? The article uses the concept of the boundary object in order to understand the popularity of the ‘spheres of work’ concept. Boundary objects have normally been used to explain the rigidity of science, and how the heterogeneity of different actors normally involved in the production of scientific knowledge can be coordinated and result in generalizable findings. However, lately, they have been applied to the field of curriculum studies. In this study, a boundary object pinpoints the fact that curricular solutions can be about coordinating different types of actors with different stakes in the making of a curriculum.

  • 14.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Folkskollärarna och naturvetenskapen i 1800-talets folkskola, en professionaliseringshistoria2014In: Vägval i skolans historia, no 1Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    I naturvetenskapernas skugga: teknikteman i 1800-talets läromedel i naturlära2013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, p. 21-54Chapter 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.

     

  • 16.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    I takt med tiden?2012In: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl, Lena Tibell, Lund: Studentlitteratur, 2012, 1, p. 31-48Chapter in book (Other academic)
  • 17.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Läroboken som medel för professionalisering: exemplet med naturvetenskapliga läromedel skrivna för den svenska folkskolan under 1800-talet2011In: Norsk Lærebokhistorie III: en kultur- og danningshistorie / [ed] Skjelbred, D. & Aamotsbakken, B., Oslo: Novus Forlag, 2011, p. 158-178Chapter in book (Other academic)
  • 18.
    Hultén, Magnus
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Naturens kanon: formering och förändring av innehållet i folkskolans och grundskolans naturvetenskap 1842–20072008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation analyses the science curriculum in Swedish compulsory school 1842–2007. National curricula, textbooks, textbook adverts, and handbooks are analysed. These all have a strong position in defining the school curricula and their contents, methods and aims, and can therefore be called canonic texts. What contents, methods and aims have dominated the curricula? How have these changed? The aim of the study is to contribute to the understanding of what ideologies have dominated compulsory school science texts and how these ideologies have been shaped by social, pedagogical and cultural currents in society.

    The start of this study is set by the issuing of the first Statute on Common Schools in Sweden, June 18, 1842. In this statute a natural science based subject was present. Even though the subject wasn’t new to the public school system, the year 1842 marked an important step in the formation of a “science for the people” in Sweden.

    Six different canons are discerned in the history of the science subject in compulsory school: God’s canon (1842–1900); The canon of the physical environment (1900–1919); The canon of the national landscape (1919–1936); The canon of the citizen (1936–1962); The canon of science (1962–1980); and The canon of the bricoleur (1980–2007).

    On a broad scale, these canons have been shaped by on the one hand natural science and on the other hand broad social, cultural and pedagogic currents in society. While researchers have mainly focused on the first source of influence, the latter have to a large extent been neglected. In the thesis I show that there have been major changes in the curriculum genre over time and that these changes first and foremost must be understood as shaped by pedagogic, social and cultural forces.

  • 19.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap2015In: Utbildningshistoria: en introduktion / [ed] Esbjörn Larsson, Johannes Westberg, Lund: Studentlitteratur AB, 2015, 2, p. 271-284Chapter in book (Other academic)
  • 20.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap2011In: Utbildningshistoria: en introduktion / [ed] Westerberg, J & Larsson, E, Lund: Studentlitteratur, 2011, p. 235-247Chapter in book (Refereed)
  • 21.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Samtidsidéer i läroböcker: exemplet folkskolans och grundskolans naturvetenskap 1842–20072009In: Norsk Lærebokhistorie II: en kultur- og danningshistorie / [ed] Skjelbred, D. & Aamotsbakken, B., Oslo: Novus Forlag, 2009, p. 61-82Chapter in book (Other academic)
  • 22.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Scientists, teachers and the 'scientific' textbook: Interprofessional relations and the modernisation of elementary science textbooks in 19th century Sweden2016In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 2, p. 143-168Article in journal (Refereed)
    Abstract [en]

    In research on the development of a nineteenth-century ‘science for the people’, initiatives by scientists or people well-trained in science has been emphasised, while the writings, roles and initiatives of elementary teachers are normally just mentioned in passing. In this study the development of nineteenth-century elementary science textbooks is analysed. While practitioners and popularisers of science established the genre as such, writing the first textbooks on elementary science and arguing for its place in elementary education, elementary teachers were prime movers in developing the genre both pedagogically and scientifically. In doing this they not only contributed to further strengthening the cultural status of science in late nineteenth-century Sweden but most probably strengthened the elementary teaching profession as a whole, formulating the expertise of the teacher in relation to elementary science.

  • 23.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Striden om den goda skolan: hur kunskapsfrågan enat, splittrat och förändrat svensk skola och skoldebatt2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    Vi pratar mycket om kunskap i samhället idag – ett åtrå­ värt begrepp som blev ett nyckelord i kampen mot den så kallade flumskolan som blev rejält utskälld i slutet av 1970­talet. ”Kunskap” blev därefter den klara ledstjärnan för 1990­talets skolreformer.

    I Striden om den goda skolan belyser Magnus Hultén hur den övergripande mediala ramberättelsen som formades på 1980­talet än idag påverkar såväl politiska beslut som medias rapporter om svagheterna i dagens skolor. Skol­ reformerna på 1990­talet var tänkta att skapa Europas och till och med världens bästa skola, men så blev det inte.

    Författaren menar att anledningen till att målen inte upp­ nåtts går att finna i en övertro på vad statlig kunskaps­ styrning kan åstadkomma. Han anser att vi idag upprepar 1990­talets misstag på skolans område, drivna av samma – överdrivna – kunskapsvisioner. Med detta som bakgrund lyfter Hultén fram möjligheter och lösningar för att vi ska komma ur den låsta situation som uppstått.

  • 24.
    Hultén, Magnus
    School of Education and Communication in Engineering Science, KTH, Royal Institute of Technology, Stockholm, Sweden.
    Technology as the language of schooling: utopian visions of technology in Swedish general education in the 1960s2013In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, no 3, p. 581-595Article in journal (Refereed)
    Abstract [en]

    In the state-of-the-art Glass Project run by the Swedish National Agency for Education during the second half of the 1960s, a new type of comprehensive technology education was developed. The project had little impact on school practice and was soon forgotten about. However, the project is interesting from several points of view. First, it elaborated an interesting curricular idea where school activities were to centre around technology, thus creating a meaningful whole for the pupils, a sort of “language of schooling”. Second, the Glass Project illustrates a utopian logic of educational reform. The school had become an important area of reform in the mid-twentieth century, and in this the pedagogy of the “old school” was heavily criticised. Technology education clearly became a tool for progressive ideas in Sweden in the 1960s.

  • 25.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology for all: turning a keyword into a school subject in post-war Sweden2013In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 42, no 5, p. 622-637Article in journal (Refereed)
    Abstract [en]

    The decades following the Second World War saw strong technological development and economic growth. They also saw the advent of technology education, a period of extensive curriculum development in this field. But what was done and why? In order to obtain a better understanding of the historical roots of technology education, in this study the mid-century school reforms in Sweden are examined and, more specifically, the birth of the new subject of Technology (Teknik) in compulsory schools. In this article, the political forces driving the introduction and shaping of this new subject are emphasised. In a time of rapid transformations of educational systems and labour markets, the term Teknik proved to be a useful concept for policy-makers and reform technocrats. However, the subject came to re-create the inequalities of the earlier differentiated school system, despite its presence within the framework of a school for all.

  • 26.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik för alla: efterkrigstidens skolreformer och det nya skolämnet Teknik2013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, p. 169-214Chapter 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.

  • 27.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknikdidaktik och tekniklärarutbildning vid Stockholms universitet: problem och möjligheter i historisk och nationell belysning2010Report (Other academic)
  • 28.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Yrkesämnet som blev obligatoriskt2011In: Vägval i skolans historia, ISSN 1652-0610, no 1Article in journal (Other academic)
  • 29.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Artman, Henrik
    Royal Institute of Technology, Sweden.
    House, David
    Royal Institute of Technology, Sweden.
    A model to analyse students’ cooperative idea generation in conceptual design2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 2, p. 451-470Article in journal (Refereed)
    Abstract [en]

    In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a time-constrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students’ cooperative idea generation in conceptual design.

  • 30.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Björkholm, Eva
    KTH Royal Institute of Technology, Stockholm, Sweden .
    Epistemic habits: Primary school teachers’ development of pedagogical content knowledge (PCK) in a design-based research project2016In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 26, no 3, p. 335-351Article in journal (Refereed)
    Abstract [en]

    Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new theoretical and methodological tools for the study of how teachers develop knowledge for teaching, i.e. pedagogical content knowledge (PCK). And based on this, elaborate on implications for the professional development of primary school teachers. The teachers in the study participated in a design-based research project concerning technology education in Grade 1. We were especially interested in whether the teachers displayed any habits that contributed to the development of their personal PCK. We found three significant patterns in how the teachers, together with the researcher, developed knowledge of how to teach a specific topic in technology. We argue that these patterns tell us something about the teachers’ epistemic habits in relation to the teaching of technology. The existence of these habits could help to explain how teachers with little or no experience of teaching a subject can develop relevant PCK.

  • 31.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Christian, Lundahl
    Institutionen för humaniora, utbildnings- och samhällsvetenskap , Örebro Universitet.
    Betyg och bedömning i en marknadsutsatt skola2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt och Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 261-280Chapter in book (Other academic)
  • 32.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. 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.
    Inledning: Tema: "Skolans digitalisering"2019In: Vägval i skolans historia, ISSN 2002-0147, no 1Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Larsson, Bo
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The Flipped Classroom: Primary and Secondary Teachers’ Views on an Educational Movement in Schools in Sweden Today2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 433-443Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to contribute to an increased understanding of the flipped classroom movement. A total of 7 teachers working in school years 4–9 and who both actively flipped their classrooms and had been early adopters in this movement were interviewed. Two research questions were posed: “What characterizes flipped classroom instruction according to the teachers?” and “What objectives do the flipped classroom meet according to the teachers?” Regarding the first research question, a characteristic of a flipped classroom was “the flip,” a task to be accomplished outside the classroom before class. In relation to the second research question we found three objectives: Student activity in class; Educational change; Being part of a digital learning community.

  • 34.
    Lundahl, Christian
    et al.
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klapp, Alli
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Mickwitz, Larissa
    Institutionen för språkdidaktik, Stockholms universitet.
    Betygens geografi: forskning om betyg och summativa bedömningar i Sverige och internationellt. Delrapport från skolforsk-projektet2015Report (Other academic)
    Abstract [en]

    This systematic research review about grades and summative assessments are based on a reading of over 6000 abstracts, 500 articles and about 40 theses. The articles we have read are peer reviewed and published in scientific journals. Our searches and selections have been systematic.

    The report is structured around four different chapters linking to the project's four overarching issues. In Chapter 1 we study how grades/marks from a student perspective affects self-image, motivation and learning. In Chapter 2, we have compiled research on grading/marking from a teacher's perspective, how and what teachers think of this and how grading affect teaching. Chapter 3 deals with grades and summative assessment as control instruments at different levels of the education system. In Chapter 4 we describe grading from various comparative perspectives. We also do our own comparison of how the different grading and assessment systems look like in Europe.

    In the first Chapter, we see that the results of the studies reviewed are partially coherent. Adults and high-performing students seem positively influenced in their learning and accomplishments from feedback that contains much information that comes directly adjacent to the task and if the information is positive. At the same time, it appears that adult students are not adversely affected if the feedback comes in the form of grades. This is explained by the fact that adult students at the university level and upper secondary education have extensive experience of summative assessments and have developed strategies to cope with this system. However, it seems to be different for younger students and when representative samples are examined. One conclusion that can be drawn from the results of the included studies is that grading generally influence older and younger students and low- and high-performing students in different ways. Underperforming and younger students seem to be more adversely affected by the scores compared with older and high-performing students. Age and experience of assessment appear to play a major role in how students' learning, motivation for learning and performance is influenced by the scores.

    The second Chapter is about how and what teachers view of grading and how grading affect teaching. We have studied international and Swedish research to describe differences between them. The issue of validity is central, but in a different way in international and Swedish research, respectively. In the Swedish research, the relationship between the teacher's grading and policy documents constitutes a dominant perspective. Outside Sweden, it is mainly the question of what the teacher look at when assessing that dominate, e.g. student's skills or personal qualities.

    In the third and fourth Chapter, we have used a more exploratory approach since grading isn’t that closely linked to governing and control in other countries as in Sweden. Instead external tests are more common. We found however three central themes from a control perspective, that is relevant to the issue of grading: 1) fairness and equality in assessments, 2) grading as merit, as a knowledge and selection measurement, 3) grading as part of a high stakes assessment and evaluation systems. The third theme was made into a setting for the other two. The research that touched the first theme emphasized in particular that grading must be put into a larger perspective of a fair assessment and evaluation system, with instruments to monitor fairness in relation to different student groups, etc. Regarding the second theme we found that the ratings' role in many educational settings, have been reduced in recent decades. But at the same time we see clear tendencies that grades are better as a selection tool for higher education compared to university aptitude tests and other similar tests. This shows that grades can fill important functions in the education system in a better way than other instruments, but are not as useful for other purposes.

    The fourth Chapter focuses on grades from different comparative perspectives. When we look at assessment and international comparisons we see that grades doesn’t have a particularly prominent place in the international comparative research. Essentially, there are three areas the researchers focused on in these comparisons: systems of accountability; cultural explanations for why the assessment and grading system looks different in different countries; variations between teachers' assessments of various subjects or by different groups of students.

    Some key findings of our survey is that there has long been an international trend towards establishing systems for measuring results and to increased accountability in education systems. These results are often measured as student performance on tests or grades. Both critical scholars as well as the OECD has, however, recently noted that the hopes that comparisons of schools' results will lead to performance improvements have been exaggerated. The systems for assessment and accountability systems in different countries explain almost nothing of the variation in the PISA results. Rather, it is what teachers do in the classroom that are important and teachers find it difficult to draw conclusions about what they should do on those results that are made available through accountability systems. The systems seldom produce the right level of information for didactical implications.

    In Chapter 4, we also do our own comparison of grading systems in Europe. The first thing we can say is that the data situation is very complicated. There is no standardized data on this, why all comparisons need to build on a complex classification procedure, where there sometimes are problems of interpretation. This is a problem for all references to how it looks in other countries so common in the public debate on grades in Sweden.

    Based on what we found in our overview, we have some recommendations. There are clear results, which at least should lead to caution about further lowering of the age when pupils meet their first grades. It is also important that the Swedish current grading system is better evaluated in relation to different teachers, subjects and groups of pupils. Grades do not work the same for everyone. It is also important to consider how we evaluate students' performance and whether it is possible to combine more models with each other, so that we can get better data of for example "value added" character, and to be able to follow the development of knowledge over time. Our study also shows on several different levels of difficulties in the translation of research findings and information on education between different countries and contexts.

    We suggest that teachers' autonomy in assessment systems, no matter what they look like, is perhaps the most important factor for them to work in purpose of support learning and development, at all levels. Therefore, it is also of great importance, not only for the government to pay attention to voice of teachers, but to provide teachers with the possibility to obtain further training on grading and assessment. Equally important, this aspect of teaching should be an even more marked feature of teacher education.

  • 35.
    Lundahl, Christian
    et al.
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tveit, Sverre
    Institutt for pedagogikk, Universitetet i Agder, Norge.
    Betygssystem i internationell belysning2016Report (Other academic)
    Abstract [sv]

    Skolverket har gett en projektgrupp ledd av Christian Lundahl i uppdrag att ta fram en jämförelse mellan olika länders betygssystem med särskilt fokus på kunskapskrav och deras funktion att stödja elevernas lärande. Rapporten har tagits fram inom tidsramen oktober 2015 till juli 2016, och behandlar temat betyg och kunskapskrav ur ett internationellt och komparativt perspektiv. Den första delen består av ett inledande kapitel med fokus på metod och urval (kapitel 1) och en genomgång av teoretiska perspektiv och centrala begrepp (kapitel 2). Därefter följer empiriska analyser av de fem nordiska länderna, sex övriga europeiska länder och fem länder från övriga världen (kapitel 3-18). Rapporten avslutas med en sammanfattande diskussion där de empiriska materialen diskuteras utifrån teori och vår analys av forskning på området (kapitel 19).

    I bilaga 2 redovisar vi en översikt om betygssystem i Europa utifrån den information som finns i Europeiska kommissionens databas Eurydice. Denna översikt har vi tidigare tagit fram på engelska (Lundahl, Hultén, Klapp och Mickwitz, 2015) men här har den översatts till svenska och innehåller en fördjupad förklaring av de många utmaningar som finns vid jämförelser av olika länders betygssystem baserad på den information som finns i Eurydice.

    Projektgruppen har förutom Christian Lundahl (projektledare) också bestått av Magnus Hultén och Sverre Tveit. Christian Lundahl är professor vid Örebro universitet. Magnus Hultén är biträdande professor vid Linköpings universitet. Han är vetenskaplig ledare för ett pågående projekt om betyg och betygssystem med finansiering från Vetenskapsrådet. Sverre Tveit är universitetslektor i pedagogik vid universitet i Agder och i slutskedet av ett komparativt avhandlingsarbete under handledning av Christian Lundahl, i vilket Sveriges och Norges betygspolitik och provsystem jämförs. Doktoranden Judit Novak vid Uppsala universitet har också varit projektet behjälplig med visst översättningsarbete.

    Ett stort tack riktas också till Tina Isaacs vid The Institute of Education i England, Ann-Catherine Henriksson vid Åbo akademi i Finland, Bettina Vogt vid Vergleichende und Internationale Erziehungswissenschaft, Humboldtuniversitet i Berlin, Tyskland, som har varit behjälpliga med att validera information vi har tagit fram för dessa respektive länder. I Skolverkets uppdrag till oss finns sex frågor som myndigheten önskat få kartlagda:

    1. Vad är betyg och betygens funktion i andra jämförbara länder (ex. de nordiska länderna samt ett urval av övriga PISA-länder)?
    2. Existerar kunskapskrav motsvarande de svenska i dessa jämförbara länder?
    3. Hur sätts betyg i andra länder?
    4. Från vilken ålder/årskurs får elever betyg i dessa länder?
    5. Vilken typ av betyg får eleverna?
    6. Vad säger internationell och nationell forskning om betygens betydelse för elevers kunskapsutveckling (inkl. typ av betyg, startålder etc.)?

    Samtliga frågor utom den sista frågan redovisas i denna rapport, medan den sjätte frågan har redovisats i ett annat underlag till Skolverket. För att svara på fråga ett har vi sett det som nödvändigt att utveckla en begreppsapparat som bättre skiljer mellan betygs- och bedömningsinstrumentens olika syften och funktioner. Detta är komplicerade frågeställningar om är djupt invävda i både policy- och praktikfältets vokabulär. Vi presenterar därför inledningsvis en begreppsapparat och definierar hur vi använder dessa begrepp i rapportens efterföljande kapitel. I teorikapitlet begrundas klassificeringen av begrepp för att beskriva betyg, bedömningsinstrument (så som prov) och kunskapskravs syften. Vi vill redan här uppmärksamma att vi försöker bryta upp den utbredda distinktionen mellan formativ och summativ bedömning för att bättre kunna skildra syften och funktioner i olika bedömningspolicyer. Genom att klassificera betygens syften som certifiering, styrning och stöd, blir det tydligare hur länder skiljer sig åt eller inspirerar varandras policy och praktik (’policy borrowing’) än om vi använder distinktionen formativ och summativ, som dominerar både i forskningslitteraturen och i policybeskrivningar.

    Vår förhoppning är att rapporten kan vara ett underlag i Skolverkets pågående arbete med att utreda det svenska betygssystemet och i synnerhet läroplanens kunskapskrav.

    För projektgruppen,

    Christian Lundahl, professor i pedagogik, Örebro universitet

  • 36.
    Lundahl, Christian
    et al.
    Örebro University, Sweden.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tveit, Sverre
    Agder University, Kristiansant, Norway.
    The power of teacher-assigned grades in outcome-based educationIn: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Article in journal (Refereed)
    Abstract [en]

    In arguing for alternatives to test-based accountability, researchers have suggested that teacher-assigned student grades could be used for high-stakes purposes. In this study, Sweden serves as an example of a school system in which teacher-assigned grades have a major role in performance management and accountability. We study how politicians view and legitimise the strengths of grading in an outcome-based accountability system. Based on two-part analysis, we show how grades, through complex processes of legitimation, have acquired and retained a central position in governing the overall quality of the educational system in Sweden. We argue that in the Swedish system, grades used in an administrative rather than a pedagogical way function as a quick language that effectively reduces the complexity of communication between various actors with regard to what students learn and accomplish in education. As such, grades are legitimate in terms of their communicative rationality. However, their use in communicating student learning has not been sufficient to meet the needs of government. We conclude that in order to turn grading into an instrument that can moderate some of the downsides of testing regimes, a broader view of what constitute outcomes in education needs to follow.

  • 37.
    Memisevic, Alma
    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 Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Science in leisure-time center - opportunities and difficulties2018Conference paper (Other academic)
    Abstract [en]

    The aim of this presentation is to discuss preliminary findings from an ongoing research project on science education in leisure-time center (LTC). The focus is on the communicative practice of science education in LTC: How do teacher, pupils and artefacts interact in creating science practices in LTC? We are also interested in how this practices may change depending on if the pupils have learning disabilities or not and what this may say about differences in learning opportunities in learning science at LTC?

  • 38.
    Otterborn, Anna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Exploring the use of digital tablets in preschool technology and science education2017In: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe, Millersville, PA, 2017, Philadelphia, PA, USA, 2017Conference paper (Refereed)
    Abstract [en]

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

  • 39.
    Otterborn, Anna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Surveying preschool teachers’ use of digital tablets: general and technology education related findings2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

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

  • 40.
    Svenningsson, Johan
    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 Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Student attitudes toward technology: what is hidden behind the survey answers?2016In: PATT-32 Proceedings Technology Education for 21st Century Skills: Utrecht, The Netherlands, August 2016 / [ed] Marc J. de Vries, Arien Bekker-Holtland, Gerald van Dijk, Utrecht, The Netherlands: University of Applied Sciences , 2016, p. 463-472Conference paper (Refereed)
    Abstract [en]

    The Pupils’ attitudes towards technology survey (PATT) has been used for 30 years and is still used by researchers. Since first developed, validity of the questionnaire constructs have primarily been discussed from a statistical point of view, while few have discussed the type of attitudes and interest the questionnaire measure, and in what way.

     

    In order to contribute to an increased understanding of the PATT results we present six 14-year-old Swedish students and their results in the PATT-SQ survey, as well as their thoughts about why they responded to the survey as they did. This is to be able to understand what the student attitudes and interest in technology might mean. In this paper we focus on the categories; Interest, Career and Gender and the students’ interpretations of the statements and the Likert-scale. These six students completed a Swedish version of the PATT-SQ three weeks prior to a 15 minute semi-structured interview.

     

    Even though most of the interviewees use interest as a synonym to enjoyment, this lack of distinction does not seem to affect the survey result. Our interpretation is that the respondents describe interest (and/or enjoyment) as a well-developed interest. An urge for a technological career equals working as an engineer or architect among these interviewees. Those who do not want to pursue such a career refer to this career, rather vaguely as technician. There seem to be an impact from other sources than school, which create this difference in career aspirations. Finally the gender category cannot be used by calculating the mean, since students’ tend to use the same option generally on the Likert-scale independently of how the how the statements are posed.

  • 41.
    Svenningsson, Johan
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. 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.
    Swedish Students’ view on Technology: Results from a pilot study using an adaptation of the PATT-SQ questionnaire2015In: PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015 / [ed] Marjolaine Chatoney, Marseille: Presses Universitaires de Provence , 2015Conference paper (Refereed)
  • 42.
    Svenningsson, Johan
    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 Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Understanding attitude measurement: Exploring meaning and use of the PATT short questionnaire2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 1, p. 67-83Article in journal (Refereed)
    Abstract [en]

    The pupils’ attitudes toward technology survey (PATT) has been used for 30 years and is still used by researchers. Since it was first developed, the validity of the questionnaire constructs has primarily been discussed from a statistical point of view, while few researchers have discussed the type of attitudes and interest that the questionnaire measures. The purpose of this study is to increase the knowledge about student interpretations and the meaning of their answers in the recently developed PATT short questionnaire (PATT-SQ). To research this, a mixed methods approach was used, where the qualitative data from six interviewees (students aged 14) help to explain and interpret the quantitative data from 173 respondents (students aged 12–15). The interviewed students completed a Swedish version of the PATT-SQ 3 weeks prior a semistructured interview. The results from this study imply that the PATT-SQ survey can be used mostly as it is, but this study also shows that there are some categories that require some caution when being analyzed and discussed. For example, the gender category cannot be used as intended since it does not measure what it is supposed to and it might be gender-biased. The interest category can advantageously be reduced to four items to focus on school technology, which will indicate how deep a student’s well-developed individual interest is. And the career category seems to only detect students’ who urge a career in technology, while the other students lack knowledge about what that career might be and therefore they are not interested in such a career.

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