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  • 201.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Andersson, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Young children's analogical reasoning in science domains2012In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 96, no 4, p. 725-756Article in journal (Refereed)
    Abstract [en]

    This exploratory study in a classroom setting investigates first graders (age 78 years, N = 25) ability to perform analogical reasoning and create their own analogies for two irreversible natural phenomena: mixing and heat transfer. We found that the children who contributed actively to a full-class discussion were consistently successful at making analogical comparisons between known objects provided by a researcher and that some of the children could come up with their own analogies for the abstract natural phenomena with which they interacted. The use of full-class and small-group settings, shared laboratory experiences of the phenomena and childrens drawings as different kinds of scaffolding was found to be helpful for the childrens analogical reasoning. As an implication for science education, self-generated analogies are put forward as a potential learning tool within a constructivist approach to education.

  • 202.
    Haglund, Jesper
    et al.
    Uppsala University, Sweden.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Hedberg, David
    Realgymnasiet, Sweden.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Students framing of laboratory exercises using infrared cameras2015In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 11, no 2, p. 020127-Article in journal (Refereed)
    Abstract [en]

    Thermal science is challenging for students due to its largely imperceptible nature. Handheld infrared cameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In the present study, a class of upper secondary technology students (N = 30) partook in four IR-camera laboratory activities, designed around the predict-observe-explain approach of White and Gunstone. The activities involved central thermal concepts that focused on heat conduction and dissipative processes such as friction and collisions. Students interactions within each activity were videotaped and the analysis focuses on how a purposefully selected group of three students engaged with the exercises. As the basis for an interpretative study, a "thick" narrative description of the students epistemological and conceptual framing of the exercises and how they took advantage of the disciplinary affordance of IR cameras in the thermal domain is provided. Findings include that the students largely shared their conceptual framing of the four activities, but differed among themselves in their epistemological framing, for instance, in how far they found it relevant to digress from the laboratory instructions when inquiring into thermal phenomena. In conclusion, the study unveils the disciplinary affordances of infrared cameras, in the sense of their use in providing access to knowledge about macroscopic thermal science.

  • 203.
    Haglund, Jesper
    et al.
    Uppsala University, Sweden.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hedberg, David
    Realgymnasiet, Norrköping, Sweden.
    Schönborn, Konrad J
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Thermal cameras in school laboratory activities2015In: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 50, no 4, p. 424-430, article id 424Article in journal (Refereed)
    Abstract [en]

    Thermal cameras offer real-time visual access to otherwise invisible thermal phenomena, which are conceptually demanding for learners during traditional teaching. We present three studies of students’ conduction of laboratory activities that employ thermal cameras to teach challenging thermal concepts in grades 4, 7 and 10–12. Visualization of heat-related phenomena in combination with predict-observe-explain experiments offers students and teachers a pedagogically powerful means for unveiling abstract yet fundamental physics concepts.

  • 204.
    Haglund, Jesper
    et al.
    Uppsala University, Sweden.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Melander, Emil
    Uppsala University, Sweden.
    Pendrill, Ann-Marie
    Lund University, Sweden.
    Xie, Charles
    Concord Consortium, MA 01742 USA.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Infrared cameras in science education2016In: Infrared physics & technology, ISSN 1350-4495, E-ISSN 1879-0275, Vol. 75, p. 150-152Article in journal (Refereed)
    Abstract [en]

    n/a

  • 205.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. Department of Physics and Astronomy, Uppsala University.
    Jeppsson, Fredrik
    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.
    Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry2016In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 46, no 5, p. 685-713Article in journal (Refereed)
    Abstract [en]

    Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students’ understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group’s spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students’ expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.

  • 206.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jeppsson, Fredrik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Different Senses of Entropy-Implications for Education2010In: ENTROPY, ISSN 1099-4300, Vol. 12, no 3, p. 490-515Article in journal (Refereed)
    Abstract [en]

    A challenge in the teaching of entropy is that the word has several different senses, which may provide an obstacle for communication. This study identifies five distinct senses of the word entropy, using the Principled Polysemy approach from the field of linguistics. A semantic network is developed of how the senses are related, using text excerpts from dictionaries, text books and text corpora. Educational challenges such as the existence of several formal senses of entropy and the intermediary position of entropy as disorder along the formal/non-formal scale are presented using a two-Dimensional Semiotic/semantic Analysing Schema (2-D SAS).

  • 207.
    Haglund, Jesper
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Perspective on models in theoretical and practical traditions of knowledge: The example of Otto engine animations2012In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 22, no 3, p. 311-327Article in journal (Refereed)
    Abstract [en]

    Nineteen informants (n = 19) were asked to study and comment two computer animations of the Otto combustion engine. One animation was non-interactive and realistic in the sense of depicting a physical engine. The other animation was more idealised, interactive and synchronised with a dynamic PV-graph. The informants represented practical and theoretical traditions of knowledge: science students and teachers at upper secondary school level; vocational students and teachers in vehicle mechanics at upper secondary school level, and; MSc and PhD students in vehicle system engineering. The aim was to explore how they interpreted the animations against the background of their different traditions of knowledge and their experience of physical engines and models of engines. A key finding was that the PhD students saw the interactive animation as a familiar and useful model of engines, whereas the vehicle mechanics teachers saw it as a poor representation of reality. A general conclusion was that there is a variety of competent ways to interpret a model, depending on the tradition of knowledge.

  • 208.
    Hallden, O.
    et al.
    Halldén, O., Department of Education, Stockholm University, Sweden, Department of Education, Stockholm University, Frescati Hägväg 24, SE-113 98 Stockholm, Sweden.
    Haglund, L.
    Department of Education, Stockholm University, Sweden.
    Strömdahl, Helge
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Conceptions and contexts: On the interpretation of interview and observational data2007In: Educational psychologist, ISSN 0046-1520, E-ISSN 1532-6985, Vol. 42, no 1, p. 25-40Article in journal (Refereed)
    Abstract [en]

    Research within a constructivist approach often relies on interview data, which are used to reveal beliefs held by the interviewee or to expose conceptions or conceptual structures that are supposed to reside within the interviewee. From a sociocultural perspective, severe criticism has been leveled against the neglect of the problems of inferring conceptions held by a participant from what is uttered in an interview. Utterances should be looked upon as cultural tools used to realize discursive practices, rather than as propositions mirroring mental entities. It is argued that the clinical interview, often used by constructivists, disregards the impact of a situation and discursive norms with regard to what is uttered in a conversation. Here, it is argued that by taking into account an interviewee's conceptions of the situation, as well as of the subject matter being talked about, some sort of a bridge between the methodological standpoints of constructivism and sociocultural theory can be formed. It is proposed that utterances should be regarded as actions, and thus the problem of ascribing meanings to behavior is in focus, that is, how a series of behaviors can be regarded as an intentional action. It is argued that by means of such an approach, it is possible to make inferences about conceptions and conceptual structures much in the same way as is done in research on conceptual change. However, this means that utterances cannot just be "read off." The interviewee's aims, conceptions of the subject matter talked about, as well as the interviewee's conceptions of the situation to hand must be taken into account. A reinterpretation of data reported by Andrea diSessa and Bruce Sherin is used as an illustration. Copyright © 2007, Lawrence Erlbaum Associates, Inc.

  • 209.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Clive Staples Lewis: Social, Environmental and Biomedical Implications of Technology2019In: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] John R. Dakers, Jonas Hallström & Marc J. de Vries, Boston, MA: Brill Academic Publishers, 2019, p. 193-205Chapter in book (Refereed)
  • 210.
    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.

  • 211.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ett forskningsfält i tillväxt: Teman i svensk teknikdidaktisk forskning2018In: Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö / [ed] Karin Stolpe, Gunnar Höst & Jonas Hallström, Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik , 2018, p. 75-91Chapter in book (Other academic)
    Abstract [sv]

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

  • 212.
    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, p. 205-217Chapter 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.

  • 213.
    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 och Hans Albin Larsson, Linköping: Linköpings universitet , 2012, p. 37-60Chapter in book (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. 

  • 214.
    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, p. 69-73Chapter in book (Other academic)
  • 215.
    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, p. 147-165Chapter 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.

  • 216.
    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, p. 61-72Chapter in book (Other academic)
  • 217.
    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, p. 103-146Chapter 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.

  • 218.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ankiewicz, Piet
    University of Johannesburg, Johannesburg, South Africa.
    Laying down the “T” and “E” in STEM education: Design as the basis of an integrated STEM philosophy2019In: Proceedings PATT 37: Developing a knowledge economy through technology and engineering education, 3-6 June 2019 University of Malta, Msida Campus  / [ed] Sarah Pulé & Marc J. de Vries, Msida, Malta, 2019, Vol. 37, p. 187-194Conference paper (Refereed)
    Abstract [en]

    STEM – science, technology, engineering, and mathematics – has become ubiquitous in education. How STEM and STEM education are to be defined is still a matter of debate, however, and it is only just recently that STEM education has been probed from a philosophical point of view. The need for a philosophical basis for STEM education is therefore fundamental. The aim of this study is thus to investigate specifically the role of the “T” and “E” in STEM, and how they not only may be fruitfully integrated with the “S” and “M”, as part of a philosophy of STEM education, but also potentially form a methodological backbone of such a philosophy when it comes to design. The research question that underpinned the study is: What are the affordances of Mitcham’s (1994) fourfold philosophical framework of technology for unifying the STEM subjects, with particular consideration of the “T” and “E”? The research methodology consisted of a qualitative meta-synthesis of the literature regarding the philosophy of technology and engineering, technology education, and the current issues of integrating the various STEM subjects. We conclude that from a methodological point of view – Mitcham’s “activity” – the design in technology (“T”) and engineering (“E”) holds the most promising affordances for unifying the four STEM subjects. Design as part of particular design projects may require the “design” of applicable scientific experiments as well as the design of applicable mathematics expressions and formulae specifically when modelling in “E” (and “T”).

  • 219.
    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, p. 137-149Article 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.

  • 220.
    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, p. 25-27Chapter 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

  • 221.
    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.

  • 222.
    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.

  • 223.
    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.

  • 224.
    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.

  • 225.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jansson, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Gyberg, Per
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Centre for Climate Science and Policy Research, CSPR.
    Teknik i fritidshem – mellan omsorg och utbildning2018In: Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö / [ed] Karin Stolpe, Gunnar Höst & Jonas Hallström, Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik , 2018, p. 41-50Chapter in book (Other academic)
    Abstract [sv]

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

  • 226.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klasander, ClaesLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Ginners teknikdidaktiska handbok: några teser om teknik, skola och samhälle2013Collection (editor) (Other academic)
    Abstract [en]

    Thomas Ginner has been promoting good technology education in schools in various ways for many years. In connection with his retirement we publish this so-called friend book (Swedish vänbok) with a collection of texts written by some of Thomas’ closest friends and colleagues in Sweden, Holland, Great Britain and New Zealand: The Ginner Handbook of Technology Education. The purpose of the book is to contribute with “Ginnerian” knowledge to the understanding of technology in school and society with the help of these researchers within the fields of technology and education, broadly defined – for the here and now but also for the future!

  • 227.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klasander, Claes
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology Education for Systems Thinking and Sustainability: What Swedish Pre-Service Technology Teacher Students Know About Technological Systems2013In: PATT 27 Technology Education for the Future: A Play on Sustainability / [ed] P. John Williams & Dilani Gedera, Hamilton, New Zealand, 2013Conference paper (Refereed)
    Abstract [en]

    Research in the history and sociology of technology in the last decades has shown that technological systems have partly different characteristics and dynamics compared to single objects and artefacts. It is therefore pivotal that technology education incorporates a systems perspective. The Swedish technology curriculum for compulsory school (ages 7-16) has integrated systems content for nearly 20 years. Although studies indicate that pupils can understand systems structure to some extent the more complex aspects are still difficult to grasp. This may be a result of high demands in the curriculum but also the fact that technology teaching is lacking in this regard, because studies show that Swedish compulsory school technology teachers do not have a very developed understanding of technological systems. Although there have been no Swedish studies of systems in relation to teacher education, there is good reason to believe that teachers’ understanding of systems at least partly has to do with their training, while it may also have to do with other factors such as prior other education. In this paper we report on a pre-study made to investigate how pre-service technology teacher students understand technological systems, their dynamics and evolution. The following research questions are posed: How do pre-service technology teacher students understand technological systems, their dynamics and evolution? What is difficult for them to understand? How can technology teacher education about systems be improved? We collect empirical material by conducting in-depth surveys with five Swedish pre-service technology teacher students and analyse the material by using a hermeneutic method. Theoretically we rely on research on technological systems within the philosophy, sociology and history of technology as well as technology education.

  • 228.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klasander, Claes
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Visible Parts, Invisible Whole: Swedish Technology Student Teachers’ Conceptions about Technological Systems2017In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, no 3, p. 387-405Article in journal (Refereed)
    Abstract [en]

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

  • 229.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klasander, Claes
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schooner, Patrick
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Definiera systemgränsen, bortom systemhorisonten: Teknikdidaktiska utmaningar för undervisning om tekniska system2018In: Teknikdidaktisk forskning för lärare: Bidrag från en forskningsmiljö / [ed] Karin Stolpe, Gunnar Höst & Jonas Hallström, Norrköping: NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik , 2018, p. 63-74Chapter in book (Other academic)
    Abstract [sv]

    Syftet med detta kapitel är att beskriva några svenska lärare och lärarstudenters uppfattningar om tekniska system som en del av en teknisk allmänbildning, i synnerhet när det handlar om avgränsning av tekniska system. Utifrån dessa uppfattningar diskuterar vi också utmaningar och möjligheter kring undervisning om tekniska system. Vi har genom två studier av yrkesverksamma och blivande tekniklärare visat att de ser en utmaning med att identifiera tekniska system bland olika former av tekniska lösningar. Detta ses tydligast när lärarna och lärarstudenterna försökte identifiera gränserna mellan artefakt och system, respektive mellan systemet och dess omgivning. En viktig del i att övervinna denna utmaning är att använda sig av relevanta systemmodeller som kan beskriva de mest centrala aspekterna av tekniska system och därmed möjliggöra jämförelse mellan system i teknikundervisningen. Just jämförelsen av tekniska system blir särskilt viktig när systemhorisonten beaktas, eftersom gränsen för när en teknisk lösning blir så komplex att den måste beskrivas som ett system kan se så olika ut.

  • 230.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klasander, Claes
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Svensson, Maria
    Göteborgs universitet.
    The Black Box and Beyond: Introducing a Conceptual Model as a Learning Tool for Developing Knowledge about Technological Systems2015In: 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)
    Abstract [en]

    In the last decade research about technological systems in technology education has attracted increased attention. This research has pinpointed pedagogical challenges in teaching about systems, particularly how pupils are given the opportunity to learn about complex systems in a conscious progression; the components and connections in between, system boundaries, and the relation to society in general and other systems in particular. The aim of this paper is to construct a conceptual model as a learning tool for developing knowledge about technological systems. Since we base this model on previous research about technological systems, this study is a qualitative research synthesis, where we employ comparative and hermeneutic methods. Our model contains focal points for teachers and pupils to attend to in technological systems education: 1. System structure, 2. System function with single or multiple inputs, and 3.The relationship between components without and with feedback loops. Important concepts for education about technological systems are system boundary, function, flow, feedback loop, black box, consequence, and historical evolution. Finally we introduce the concept of systems horizon as the limit for what can fruitfully be analyzed as a technological system.

  • 231.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Martinsson, Bengt-Göran
    Linköping University, Department of Culture and Communication, Swedish Studies and Comparative Literature. Linköping University, Faculty of Arts and Sciences.
    Sjöberg, Mats
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Att hävda och vårda ett revir : argument, strategier och arbetsmetoder för ämnesföreningarna i biologi, historia och svenska 1960-20102012Book (Other academic)
    Abstract [sv]

    Tillsammans med Jonas Hallström och Mats Sjöberg har Bengt-Göran Martinsson publicerat boken Att hävda och vårda ett revir. Argument, strategier och arbetsmetoder för ämnesföreningarna i biologi, historia och svenska 1960-2010. Boken presenterar forskningsresultat från ett VR-finansierat projekt som studerat hur tre ämnesföreningar – Biologilärarnas förening, Historielärarnas förening och Svensklärarföreningen – agerat på det utbildningspolitiska fältet 1960-2000. Studien har identifierat strategier för föreningarna att formulera ämnenas betydelse i undervisning och samhälle, påverka beslutsfattare och opinion samt definiera ämnenas kärna och avgränsning gentemot andra ämnen. Centralt för analysen har varit att beskriva hur de hävdar men även vårdar ämnesterritorierna.

  • 232.
    Hallström, Jonas
    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.
    Commentary: Models and modelling for authentic STEM education: reinforcing the argument2019In: International Journal of STEM education, E-ISSN 2196-7822, Vol. 6, article id UNSP 22Article in journal (Refereed)
    Abstract [en]

    This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidence-based frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.

  • 233.
    Harling, Martin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Examining "The Police": On Inclusion and "Investmentality" in Swedish Schooling2013In: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 45, no 3, p. 51-66Article in journal (Refereed)
    Abstract [en]

    In modern education, inequalities are assumed to be reduced by a redistribution of knowledge between the affluent and able on one side, and the poor and unable on the other. This article investigates ways in which the distribution of futures becomes naturalized in everyday school practices where equality is perceived as a goal rather than a starting point. The investigation draws on notions of governmentality and partition of the sensible, to analyze ethnographic material. The findings are thematized as discourses of inclusion and as "investmentality"—attitudes assumed and explained to the subjects involved.

  • 234.
    Harling, Martin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Välja vara: En studie om gymnasieval, mässor och kampen om framtiden2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis explores and analyzes in four empirical articles how student subjects are constructed in everyday school life and what role market principles play in these constructions. In particular, it focuses on the logics that constitute upper secondary school choice practices, and how these are legitimized, interpreted and challenged. The results show that upper secondary school choice practices divide the present and the future of the students as the choice between an explicit utopia and an implied dystopia. Here, the students themselves are made responsible for their success or failure in realizing the utopia that is staged in school choice practices. This division generally appears to the actors as natural and apolitical, which in turn legitimizes its effects in terms of exclusion, inequality and segregation, often on the basis of social class. Furthermore, the market-driven school discourses construct and divide the students as if they were commodities of different value. The notion of fantasmatic logics can explain how students are gripped by market-driven discourses and how they handle contradictory conditions. For instance, it explains how, for students, school choice means they can transform and become who they want to be, while at the same time they can also become more of what they already are, by choosing to be who they are. Students, however, problematize and destabilize dominant market logics in the school in all examined contexts, which in the thesis is analyzed in terms of penetrations and destabilizations of how schools and education are linked to the market logics. By penetrating the presupposed neutrality of secondary school choice practice, the students expose how the market orientation of education in general and the staging of school fairs in particular appear to be in schools’, rather than students’, interest.

    List of papers
    1. Examining "The Police": On Inclusion and "Investmentality" in Swedish Schooling
    Open this publication in new window or tab >>Examining "The Police": On Inclusion and "Investmentality" in Swedish Schooling
    2013 (English)In: European Education: Issues and Studies, ISSN 1056-4934, E-ISSN 1944-7086, Vol. 45, no 3, p. 51-66Article in journal (Refereed) Published
    Abstract [en]

    In modern education, inequalities are assumed to be reduced by a redistribution of knowledge between the affluent and able on one side, and the poor and unable on the other. This article investigates ways in which the distribution of futures becomes naturalized in everyday school practices where equality is perceived as a goal rather than a starting point. The investigation draws on notions of governmentality and partition of the sensible, to analyze ethnographic material. The findings are thematized as discourses of inclusion and as "investmentality"—attitudes assumed and explained to the subjects involved.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2013
    National Category
    Pedagogy International Migration and Ethnic Relations Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-136516 (URN)10.2753/EUE1056-4934450304 (DOI)
    Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2018-01-13Bibliographically approved
    2. Pedagogik och Postpolitik
    Open this publication in new window or tab >>Pedagogik och Postpolitik
    Show others...
    2015 (Swedish)In: Utbildning, makt och politik / [ed] Sverker Lindblad och Lisbeth Lundahl, Lund: Studentlitteratur, 2015, p. 195-217Chapter in book (Other academic)
    Abstract [sv]

    Med vår pointillistiska ansats i form av ett antal studier får vi fram en bild av ett postpolitiskt landskap som kännetecknas av två faktorer. Den första är ett nät av aktörer – lokalt, nationellt och internationellt, exempelvis regeringen, OECD, Skolverket, McKinsey, Sveriges Kommuner och Landsting samt skolor och massmedia – som bygger på varandra i ett flöde av information och bedömningar av skolan och vad som behöver göras. Den andra är hierarkisering och konkurrens. Vad som räknas är rangordningar av länder, kommuner och skolor, vilka beskrivs genom jämförelser och har till uppgift att förbättra sina positioner eller att åtminstone inte falla nedåt. Inledningsvis pekade vi på kunskapsmätningarnas betydelse för regeringens tal om hur den svenska skolan hävdar sig, nationellt och internationellt. Den internationella konkurrensen i ekonomiskt hänseende har blivit en drivfjäder för utbildningspolitik över huvud taget (jfr Lindblad & Popkewitz, 2001; Lauder m.fl., 2006) och internationella jämförelser i form av provresultat har blivit viktiga mått på hur framgångsrikt ett land är därvidlag. Därför blir övernationella organisationer som OECD, med dess apparat för kunskapsmätningar, en viktig aktör i svensk utbildningspolitik. Och därför blir företag som McKinsey betydelsefulla, dels därför att de använder sådana mått, dels därför att de knyter dem till hur politiker och skolledare – återigen i internationellt ljus – kan hantera utbildningssystem och skolor på ett framgångsrikt sätt. Motsvarande kan sägas på nationell nivå om företag som ”Gymnasium.se”, som producerar bilder av möjliga bildningsgångar och sökmotorer för att finna vägarna dit. Vad som sker i en postpolitisk logik är att viktiga bedömningar överlåts till sådana aktörer, som befinner sig utanför skolväsendet som organisation. Och politiken kommer då också att i stor utsträckning handla om vad dessa aktörer hävdar beträffande kunskapsläge och skolorganisering. På motsvarande sätt kunde vi se hur instrument som SIRIS och SALSA, vilka tillkom för administrativa analyser, blev till verktyg för rangordning mellan kommuner och skolor. Sådana rangordningar har haft en rejäl genomslagskraft i massmedia och har använts för olika organisationers egna intressen. Jämförelser och rankingar har en inbyggd dramatik som är lättförstådd, slående och säljande. De fungerar som ett till synes objektivt underlag för kunden att informera sig om kvaliteten på skolorna som ingår i en skolmarknad i ett avreglerat och privatiserat skolväsende. Detta underlag är emellertid problematiskt då det vilar på tunna beskrivningar av skola, utbildning och kunskap vars relevans för rationellt handlande kan ifrågasättas. Detta bidrar till att talet om utbildning förändras så att fokus hamnar på jämförelser och hierarkier av olika slag i form av resultat på skolprov, betyg och positioner på rankinglistor. Utbildningspolitiska ambitioner reduceras då till att klättra på listorna eller att bibehålla positionerna. Och, som vår genomgång av massmedias rapportering visar, riktar kritiken mot makthavare in sig på dåliga listplaceringar för en skola eller ett land. Med denna logik beskrivs utbildningens mål och värde i termer av jämförelse och konkurrens. Detta gäller för såväl samhällen och utbildningssystem som skolor och elever. Vår analys av en gymnasiemässa kan belysa innebörden av postpolitiska tendenser på olika sätt. På en sådan mässa sker en översättning av skolor och elever till en ekonomi, bestående av företag som ska sälja sin vara och kunder som ska köpa varan ”utbildning” utifrån sina preferenser. Vi kan då notera hur skolorna opererar med sina varumärken och med anrop till olika kategorier av elever, för att eleverna i sin tur ska inse vilken kategori de tillhör och hur de på bästa sätt ska investera i sig själva för sin framtid. Vi kan också notera hur denna investeringslogik tycks forma elever och skolor som subjekt, som till exempel när framgångsrika elever görs till säljare av skolans varumärke (jfr Harling, 2013). Sammanfattningsvis vill vi med denna ”pointillistiska” analys peka på den bild som framträder när delarna formar en helhet. Vi menar att det är en postpolitisk bild av utbildning som växer fram, där avgörande och djupt politiska frågor om utbildningens mål och mening reducerats till teknikaliteter och till en sortering av elever byggd på ekonomisk logik. Vad vi presenterat är några nedslag och fortfarande återstår många frågor om denna omvandling att besvara.

    Place, publisher, year, edition, pages
    Lund: Studentlitteratur, 2015
    Keywords
    Utbildningspolitik, styrning, klassifikation, skoldifferentiering, post-politik, läroplansteori
    National Category
    Pedagogy Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-136515 (URN)9789144076836 (ISBN)
    Available from: 2017-04-18 Created: 2017-04-18 Last updated: 2018-01-13Bibliographically approved
  • 235.
    Harling, Martin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Sälja, välja och svälja: En analys av skolval, marknadisering och gymnasiemässans logiker2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 159-176Article in journal (Refereed)
  • 236.
    Harling, Martin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    The Future in a Goodie-Bag: An actual school-market investigation2016In: AERA Online Paper Repository, American Educational Research Association , 2016Conference paper (Refereed)
    Abstract [en]

    This paper aims to explore educational markets literarily – in situ – at quite unique ‘real’ market places, where buyers and sellers of educational commodities meet and negotiate values and preferences. Thus, the place we chose for this study was some of the ‘school fairs’ held in huge exhibition halls all over Sweden every year. At these fairs upper secondary schools and prospective students in ninth grade are supposed to match, conduct and shape their future. Through ethnographical studies at these places we provide a rich, robust and nuanced understanding of educational marketization. We want to know how school markets becomes intelligible at these places and how different parts and positions of actors contribute to their intelligibility.

  • 237.
    Harling, Martin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies. Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Utbildning är något mer än big business2015Other (Other (popular science, discussion, etc.))
  • 238.
    Harling, Martin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jodal, Elsi-Brith
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Lindblad, Sverker
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Runesdotter, Caroline
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Wärvik, Gun-Britt
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Pedagogik och Postpolitik2015In: Utbildning, makt och politik / [ed] Sverker Lindblad och Lisbeth Lundahl, Lund: Studentlitteratur, 2015, p. 195-217Chapter in book (Other academic)
    Abstract [sv]

    Med vår pointillistiska ansats i form av ett antal studier får vi fram en bild av ett postpolitiskt landskap som kännetecknas av två faktorer. Den första är ett nät av aktörer – lokalt, nationellt och internationellt, exempelvis regeringen, OECD, Skolverket, McKinsey, Sveriges Kommuner och Landsting samt skolor och massmedia – som bygger på varandra i ett flöde av information och bedömningar av skolan och vad som behöver göras. Den andra är hierarkisering och konkurrens. Vad som räknas är rangordningar av länder, kommuner och skolor, vilka beskrivs genom jämförelser och har till uppgift att förbättra sina positioner eller att åtminstone inte falla nedåt. Inledningsvis pekade vi på kunskapsmätningarnas betydelse för regeringens tal om hur den svenska skolan hävdar sig, nationellt och internationellt. Den internationella konkurrensen i ekonomiskt hänseende har blivit en drivfjäder för utbildningspolitik över huvud taget (jfr Lindblad & Popkewitz, 2001; Lauder m.fl., 2006) och internationella jämförelser i form av provresultat har blivit viktiga mått på hur framgångsrikt ett land är därvidlag. Därför blir övernationella organisationer som OECD, med dess apparat för kunskapsmätningar, en viktig aktör i svensk utbildningspolitik. Och därför blir företag som McKinsey betydelsefulla, dels därför att de använder sådana mått, dels därför att de knyter dem till hur politiker och skolledare – återigen i internationellt ljus – kan hantera utbildningssystem och skolor på ett framgångsrikt sätt. Motsvarande kan sägas på nationell nivå om företag som ”Gymnasium.se”, som producerar bilder av möjliga bildningsgångar och sökmotorer för att finna vägarna dit. Vad som sker i en postpolitisk logik är att viktiga bedömningar överlåts till sådana aktörer, som befinner sig utanför skolväsendet som organisation. Och politiken kommer då också att i stor utsträckning handla om vad dessa aktörer hävdar beträffande kunskapsläge och skolorganisering. På motsvarande sätt kunde vi se hur instrument som SIRIS och SALSA, vilka tillkom för administrativa analyser, blev till verktyg för rangordning mellan kommuner och skolor. Sådana rangordningar har haft en rejäl genomslagskraft i massmedia och har använts för olika organisationers egna intressen. Jämförelser och rankingar har en inbyggd dramatik som är lättförstådd, slående och säljande. De fungerar som ett till synes objektivt underlag för kunden att informera sig om kvaliteten på skolorna som ingår i en skolmarknad i ett avreglerat och privatiserat skolväsende. Detta underlag är emellertid problematiskt då det vilar på tunna beskrivningar av skola, utbildning och kunskap vars relevans för rationellt handlande kan ifrågasättas. Detta bidrar till att talet om utbildning förändras så att fokus hamnar på jämförelser och hierarkier av olika slag i form av resultat på skolprov, betyg och positioner på rankinglistor. Utbildningspolitiska ambitioner reduceras då till att klättra på listorna eller att bibehålla positionerna. Och, som vår genomgång av massmedias rapportering visar, riktar kritiken mot makthavare in sig på dåliga listplaceringar för en skola eller ett land. Med denna logik beskrivs utbildningens mål och värde i termer av jämförelse och konkurrens. Detta gäller för såväl samhällen och utbildningssystem som skolor och elever. Vår analys av en gymnasiemässa kan belysa innebörden av postpolitiska tendenser på olika sätt. På en sådan mässa sker en översättning av skolor och elever till en ekonomi, bestående av företag som ska sälja sin vara och kunder som ska köpa varan ”utbildning” utifrån sina preferenser. Vi kan då notera hur skolorna opererar med sina varumärken och med anrop till olika kategorier av elever, för att eleverna i sin tur ska inse vilken kategori de tillhör och hur de på bästa sätt ska investera i sig själva för sin framtid. Vi kan också notera hur denna investeringslogik tycks forma elever och skolor som subjekt, som till exempel när framgångsrika elever görs till säljare av skolans varumärke (jfr Harling, 2013). Sammanfattningsvis vill vi med denna ”pointillistiska” analys peka på den bild som framträder när delarna formar en helhet. Vi menar att det är en postpolitisk bild av utbildning som växer fram, där avgörande och djupt politiska frågor om utbildningens mål och mening reducerats till teknikaliteter och till en sortering av elever byggd på ekonomisk logik. Vad vi presenterat är några nedslag och fortfarande återstår många frågor om denna omvandling att besvara.

  • 239.
    Helander, Sara
    et al.
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. Linköping University, The Institute of Technology.
    Montecchio, Meri
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. Linköping University, The Institute of Technology.
    Pilstål, Robert
    Linköping University, Department of Physics, Chemistry and Biology, Bioinformatics. Linköping University, The Institute of Technology.
    Su, Yulong
    Department of Molecular and Medical Genetics, Oregon Health and Science University, Portland, Oregon, USA.
    Kuruvilla, Jacob
    Linköping University, Department of Clinical and Experimental Medicine, Division of Cell Biology. Linköping University, Faculty of Health Sciences. Department of Medical Sciences, Molecular Medicine and Science for Life Laboratory, Uppsala University, Sweden.
    Johansson, Malin
    Division of Dermatology and Venereology, Department of Clinical Sciences, Lund University, Sweden.
    Mohammed, Javed
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. Linköping University, The Institute of Technology.
    Cristobal, Susana
    Linköping University, Department of Clinical and Experimental Medicine, Division of Cell Biology. Linköping University, Faculty of Health Sciences.
    Lundström, Patrik
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. Linköping University, The Institute of Technology.
    Sears, Rosalie
    Department of Molecular and Medical Genetics, Oregon Health and Science University, Portland, Oregon, USA.
    Wallner, Björn
    Linköping University, Department of Physics, Chemistry and Biology, Bioinformatics. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. Linköping University, Faculty of Science & Engineering.
    Sunnerhagen, Maria
    Linköping University, Department of Physics, Chemistry and Biology, Chemistry. Linköping University, The Institute of Technology.
    Pre-Anchoring of Pin1 to Unphosphorylated c-Myc in a Fuzzy Complex Regulates c-Myc Activity2015In: Structure, ISSN 0969-2126, E-ISSN 1878-4186, Vol. 23, no 12, p. 2267-2279Article in journal (Refereed)
    Abstract [en]

    Hierarchic phosphorylation and concomitant Pin1-mediated proline isomerization of the oncoprotein c-Myc controls its cellular stability and activity. However, the molecular basis for Pin1 recognition and catalysis of c-Myc and other multisite, disordered substrates in cell regulation and disease is unclear. By nuclear magnetic resonance, surface plasmon resonance, and molecular modeling, we show that Pin1 subdomains jointly pre-anchor unphosphorylated c-Myc1–88 in the Pin1 interdomain cleft in a disordered, or “fuzzy”, complex at the herein named Myc Box 0 (MB0) conserved region N-terminal to the highly conserved Myc Box I (MBI). Ser62 phosphorylation in MBI intensifies previously transient MBI-Pin1 interactions in c-Myc1–88 binding, and increasingly engages Pin1PPIase and its catalytic region with maintained MB0 interactions. In cellular assays, MB0 mutated c-Myc shows decreased Pin1 interaction, increased protein half-life, but lowered rates of Myc-driven transcription and cell proliferation. We propose that dynamic Pin1 recognition of MB0 contributes to the regulation of c-Myc activity in cells

  • 240.
    Hellberg, Kristina
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). 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.
    Children's participation in pre-school2013Conference paper (Other academic)
  • 241.
    Holme, Lotta
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Memisevic, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Inkludering som utmaning och möjlighet2019In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 242.
    Hultman, Glenn
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Löfgren, Ragnhild
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Schoultz, Jan
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Subject didactics in practice - hidden in the process: A study of teaching logics and classroom cultures2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    This study concerns teachers’ professional knowledge. Sixteen teachers, all with more than 25 years’ experience in the profession, participated in the study in which they were given three differ- ent opportunities to show and formulate their professional skills. We initially asked the teachers to answer questions via e-mail. In the second part, the teachers were filmed in various teaching situations that allowed stimulated recall conversations afterwards. The analysis of this data then formed the basis of so-called dialogue seminars. The participating teachers show a great ability to create contexts for student learning. It was evident when they introduced new tasks and areas of work. Other important skills are, according to the participating teachers, dealing with students in groups and individually, organising, being leaders, and understanding students. The results also show there were a few occasions when the teachers touched upon subject didactics and learning theories in their discussions.

  • 243.
    Hultman, Glenn
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Nordänger, Ulla-Karin
    Högskolan i Kalmar.
    Lindqvist, Per
    Högskolan i Kalmar.
    Hegender, Henrik
    Högskolan i Kalmar.
    Schoultz, Jan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Vad händer om man tänker tvärtom?: Går det att byta praktikuppgifter mot teoriuppgifter i lärarutbildningen?2009In: Resultatdialog 2009: All forskning om lärande, Stockholm: vetenskapsrådet , 2009, 2, p. 98-104Chapter in book (Other academic)
    Abstract [sv]

    Utbildningsvetenskap är i dag ett mång- och tvärvetenskapligt forskningsområde

    som innesluter alla fakultetsområden samt en rad olika discipliner. Den bredd

    och de olika perspektiv som finns och som växer fram inom området bidrar till

    forskning om utbildningssystem, undervisning, lärandeprocesser och kunskapsbildning,

    vilket i sin tur ger nya intressanta forskningsresultat.

    Även i årets redovisning återfinns forskningsresultat från flertalet av de åtta

    områden som på ett sätt beskriver forskningens bredd:

    Utbildningshistoria

    (med inriktning på att beskriva och analysera t.ex. ämnesutvecklingen

    inom olika utbildningssystem),

    Utbildningssystem (forskning om

    betygs- och urvalssystem, läroplansteori, styrning och ledning, utbildningsekonomi,

    utbildningspolitik/policy m.m.),

    Värdefrågor (t.ex. demokrati, etik- och

    moralfrågor, pedagogisk filosofi),

    Individens och Gruppens lärande (forskning

    om kunskapsutveckling, IKT, pedagogisk psykologi, utvecklingspsykologi, sociologiska

    studier etc.),

    Didaktik (både allmänna och ämnesspecifika didaktiska

    frågeställningar inkl. specialpedagogik),

    Professioner (lärares arbete och yrkesidentitet,

    lärarutbildning, skolledares arbete, karriärval och vägledning etc.) samt

    Effektstudier

    (forskning om reformers effekter, produktivitet och effektivitet).

    Varje år startar mellan 30 och 40 nya forskningsprojekt och lika många avslutas.

    Eftersom projekten är mellan tre och fyra år långa pågår det ca 100–140

    projekt samtidigt inklusive forskarskolor. För att ta del av vilka projekt som pågår

    och som helt eller delvis finansieras av UVK hänvisas till www.vr.se. Under

    rubriken Nyhetsbrev Utbildningsvetenskap återfinns tematiska sammanställningar

    av pågående forskning.

    Varje projekt har en huvudansvarig, men i flertalet projekt finns en forskningsgrupp

    eller ett forskningsnätverk med i genomsnitt ca 10 forskare och

    doktorander involverade. Detta framgår tydligt i flera av årets redovisningar.

    Denna rapport, som även utgör underlag för Resultatdialog 2009, med Umeå

    universitet som värd, innehåller korta presentationer av nyligen eller mycket

    snart avslutade projekt samt hänvisning till forskarnas/forskningsgruppernas

    hemsidor där möjlighet till fördjupad läsning finns.

    Utbildningsvetenskapliga kommittén vill med denna redovisning medverka

    till att dels sprida kunskap om nya forskningsrön, dels öka möjligheten för den

    som är intresserad att via kontaktlänkar kunna nå olika forskare.

  • 244.
    Hultman, Glenn
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Schoultz, Jan
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Samspelet lärarstuderande-handledare: Den verksamhetsförlagda utbildningen2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 2, p. 118-137Article in journal (Refereed)
    Abstract [en]

    Hultman, Glenn, Jan Schoultz & Karin Stolpe: Student teachers and mentors: The practical part of teacher education. Pedagogisk Forskning i Sverige, Vol. 16, No. 2, pp. 120–139. Stockholm: ISSN 1401-6788

    This study illuminates the interaction and linkage between the theoretical part of teacher education and the practical part, with a focus on what happens during the latter and how the student teacher makes meaning out of the process. We have looked at research reviews that focus on the Swedish and Scandinavian fields. Our particular interest involves the linkage (organizational linkages) between the university (the student) and the practical field (the school) and the research that says that newcomers are confronted with a new situation, which can lead to an element of surprise, which in turn leads to attempts to fit this into a meaningful whole (i.e. sense making). We use data from experienced teachers’ reflections on their own teacher education and the experience of their own practicum periods, as well as the impressions and reflections of student teachers as expressed in interviews and logged in their journals from their practicum periods. The results show that not only does an adaptation occur, but that there can also be innovative elements in the meaning- making process, in part through the ambitions a student teacher harbours from the theoretical part of the education, and in part through the divergence between one’s own experiences, those of the mentor, and examples of other teachers. The135 G. HULTMAN, J. SCHOULTZ OCH K. STOLPE

    socialization that occurs can be described as a ‘situational apprenticeship’, which means that student teachers interact with the context and the pupils. This is what moulds them, becomes their ‘master’, resulting in a form of apprenticeship. Part of our conclusion is that we find the interaction between the student teacher and his/her mentor to be learning that contains elements of corrections and alternative interpretations.

  • 245.
    Hultman, Glenn
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Schoultz, Jan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Wedin, Ann-Sofi
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lindqvist, Per
    Högskolan i Kalmar.
    Nordänger, Ulla-karin
    Högskolan i Kalmar.
    Hegender, Henrik
    Högskolan i Kalmar.
    Lärandet i den verksamhetsförlagda delen av lärarutbildningen: Yrkeslärande, lärlingsprocesser och handledarskap2012In: Resultatdialog 2012 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2012, 7, p. 93-99Chapter in book (Other academic)
  • 246.
    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.

  • 247.
    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.))
  • 248.
    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.

     

  • 249.
    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)
  • 250.
    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)
2345678 201 - 250 of 552
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