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  • 1. Beställ onlineKöp publikationen >>
    Svenningsson, Johan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Having an attitude toward technology: Rethinking PATT studies from a theoretical perspective to study students’ attitudes toward technology2024Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Attityder är komplexa och kan påverkas av olika faktorer, såsom känslor, övertygelser och beteenden. Det övergripande syftet med denna avhandling är att bidra till en teoretiskt förankrad förståelse av attityder till teknik genom att utforska de tre komponenterna av attityder: affektiva, kognitiva och beteendemässiga, bland 12–15-åriga elever i Sverige.  

    Avhandlingen innehåller tre artiklar (Paper I, II, III) och ett bokkapitel (Paper IV) som är baserade på data från två studier. Data (elevintervjuer N=6 och enkät N=173) från den första studien användes i Paper I, II och IV, och data (elevenkät N=485) från den andra studien användes i Paper III.     

    I Paper I valideras en befintlig attitydenkät (PATT) för användning i en svensk kontext. I paper II utvecklas ett instrument för att kvantifiera elevers uppfattningar om teknik och teknikundervisning, detta instrument utvecklades för att kunna studera den kognitiva komponenten av attityder och kallas Mitcham Score. Paper III utgår från de metoder som utvecklats i Paper I och II för att studera sambanden mellan de affektiva, kognitiva och beteendemässiga komponenterna av attityder. I Studie IV diskuteras elevers uppfattningar om teknik som en utgångspunkt för lärare, för att planera och undervisa teknik.  

    De metoder som utvecklats i avhandlingen visar sig vara användbara för att undersöka de olika komponenterna av attityder. Mitcham Score kan ge insikter i elevernas uppfattning om teknik samt användas för att bedöma den kognitiva komponenten av attityder. Den använda PATT-enkätens kategorier som kallas Tråkighet och Intresse mäter tydligt elevernas affektiva komponent medan kategorin som kallas Karriärssträvan mäter den beteendemässiga komponenten. Den affektiva komponenten, Intresse, relaterade till både den kognitiva och den beteendemässiga komponenten. Högt Mitcham Score, eller med andra ord bred uppfattning om vad teknik är, verkar vara en nyckelfaktor för att flickor ska överväga en karriär inom teknik.  

    Delarbeten
    1. Understanding attitude measurement: Exploring meaning and use of the PATT short questionnaire
    Öppna denna publikation i ny flik eller fönster >>Understanding attitude measurement: Exploring meaning and use of the PATT short questionnaire
    2018 (Engelska)Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, nr 1, s. 67-83Artikel i tidskrift (Refereegranskat) Published
    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.

    Ort, förlag, år, upplaga, sidor
    Springer Science+Business Media B.V., 2018
    Nyckelord
    Attitudes; Interest; Technology education; PATT
    Nationell ämneskategori
    Didaktik
    Identifikatorer
    urn:nbn:se:liu:diva-133346 (URN)10.1007/s10798-016-9392-x (DOI)000425323800004 ()2-s2.0-85006930137 (Scopus ID)
    Tillgänglig från: 2016-12-21 Skapad: 2016-12-21 Senast uppdaterad: 2024-03-19Bibliografiskt granskad
    2. The Mitcham Score: quantifying students’ descriptions of technology
    Öppna denna publikation i ny flik eller fönster >>The Mitcham Score: quantifying students’ descriptions of technology
    2020 (Engelska)Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 30, nr 5, s. 995-1014Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    A central issue when measuring students’ attitudes toward an object is the children’s understanding of that object, in this case, technology. Studies have shown that schoolchildren often describe technology narrowly as different kinds of technological objects; more specifically, modern electrical objects. This may mean that we have been measuring students’ attitudes toward modern technological objects for more than 30 years. This study intends to research what other aspects students potentially describe, when describing technology, and how the descriptions can be implemented in attitudes toward technology research. To visualize and analyze different aspects of technology, Carl Mitcham’s philosophical framework of the manifestations of technology is used. The deductive method used for analysis quantifies students’ descriptions of technology, for use in attitude, and other quantitative, studies. In this study, descriptions of technology and technology education from 164 students (aged 12–15) are analyzed, classified and quantified within Mitcham’s typology (technology as Object–Activities–Knowledge–Volition). The student descriptions are compared to the typology and students score a point for every one of the four aspects of technology they describe. The sum of aspects in the description is named The Mitcham Score. The results of this study show that students can describe technology in a broad way using all four aspects of Mitcham’s typology. In line with previous studies, the most common way is to describe technology as objects and activities using the objects. Technological knowledge has not been in focus in previous studies of student descriptions. In this study, 44.5% of the students mention technological knowledge in their descriptions of technology. Measurement using the Mitcham Score provides a method to study both students’ concepts of technology and the factors that might affect this. The Mitcham Score is potentially one more factor to use in analyzing students’ attitudinal profiles. The method is sufficiently reliable and enables a broad understanding of students’ attitudes.

    Ort, förlag, år, upplaga, sidor
    Springer, 2020
    Nyckelord
    Technology education · Attitudes · Concepts of technology · The Mitcham Score · PATT
    Nationell ämneskategori
    Utbildningsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-164110 (URN)10.1007/s10798-019-09530-8 (DOI)000574226700010 ()
    Tillgänglig från: 2020-03-05 Skapad: 2020-03-05 Senast uppdaterad: 2024-03-19
    3. Students attitudes toward technology: exploring the relationship among affective, cognitive and behavioral components of the attitude construct
    Öppna denna publikation i ny flik eller fönster >>Students attitudes toward technology: exploring the relationship among affective, cognitive and behavioral components of the attitude construct
    2022 (Engelska)Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, nr 3, s. 1531-1551Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    When studying attitudes toward technology education, the affective attitudinal component has primarily been the focus. This study focuses on how the affective, cognitive and behavioral attitudinal components of technology education can be incorporated using a two-step survey: the traditional PATT-questionnaire (PATT-SQSE) and the recently developed Mitcham Score questionnaire. The aim of this study is to explore the relationship among the cognitive, affective and potential behavioural components of students attitudes toward technology in a Swedish context, using the PATT-SQ-SE instrument including the Mitcham score open items. Results of the analyses show that relationships among the attitudinal components are observable. The results also imply that relationships among the attitudinal components are different for girls than boys. A key factor for the participating students attitudinal relations was interest (affective component) in technology education. An individual interest in technology education was related to both the cognitive component and behavioral intention. Another key relationship, for girls, was that the cognitive component had a strong relationship with behavioral intention, which was not the case for boys. Based on the observed relations between the cognitive, affective and behavioural components we have identified two key implications for educational practice: Girls should learn a broader conception of technology in technology education, if we want them to pursue technology-related careers to a higher degree; Students interest in technology should be stimulated through engaging tasks in technology education.

    Ort, förlag, år, upplaga, sidor
    Springer, 2022
    Nyckelord
    Technology education; Attitudes; Attitude measurement; PATT; Mitcham score
    Nationell ämneskategori
    Didaktik
    Identifikatorer
    urn:nbn:se:liu:diva-173642 (URN)10.1007/s10798-021-09657-7 (DOI)000617818700001 ()
    Anmärkning

    Funding Agencies|Linkoping University

    Tillgänglig från: 2021-02-26 Skapad: 2021-02-26 Senast uppdaterad: 2024-03-19
    4. Carl Mitcham: Descriptions of Technology
    Öppna denna publikation i ny flik eller fönster >>Carl Mitcham: Descriptions of Technology
    2019 (Engelska)Ingår i: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] Dakers, John R. Hallström, Jonas. de Vries, Marc J., Boston, MA: Brill Academic Publishers, 2019, s. 13-24Kapitel i bok, del av antologi (Refereegranskat)
    Ort, förlag, år, upplaga, sidor
    Boston, MA: Brill Academic Publishers, 2019
    Serie
    International Technology Education Studies, ISSN 1879-8748 ; 16
    Nyckelord
    Mitcham Score, Technology Education, Conceptions of Technology, Descriptions of technology
    Nationell ämneskategori
    Didaktik
    Identifikatorer
    urn:nbn:se:liu:diva-157709 (URN)9789004405493 (ISBN)
    Tillgänglig från: 2019-06-19 Skapad: 2019-06-19 Senast uppdaterad: 2024-03-19Bibliografiskt granskad
    Ladda ner fulltext (pdf)
    fulltext
    Ladda ner (png)
    presentationsbild
  • 2.
    Svenningsson, Johan
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Höst, Gunnar
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska fakulteten.
    Hultén, Magnus
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Students attitudes toward technology: exploring the relationship among affective, cognitive and behavioral components of the attitude construct2022Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, nr 3, s. 1531-1551Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    When studying attitudes toward technology education, the affective attitudinal component has primarily been the focus. This study focuses on how the affective, cognitive and behavioral attitudinal components of technology education can be incorporated using a two-step survey: the traditional PATT-questionnaire (PATT-SQSE) and the recently developed Mitcham Score questionnaire. The aim of this study is to explore the relationship among the cognitive, affective and potential behavioural components of students attitudes toward technology in a Swedish context, using the PATT-SQ-SE instrument including the Mitcham score open items. Results of the analyses show that relationships among the attitudinal components are observable. The results also imply that relationships among the attitudinal components are different for girls than boys. A key factor for the participating students attitudinal relations was interest (affective component) in technology education. An individual interest in technology education was related to both the cognitive component and behavioral intention. Another key relationship, for girls, was that the cognitive component had a strong relationship with behavioral intention, which was not the case for boys. Based on the observed relations between the cognitive, affective and behavioural components we have identified two key implications for educational practice: Girls should learn a broader conception of technology in technology education, if we want them to pursue technology-related careers to a higher degree; Students interest in technology should be stimulated through engaging tasks in technology education.

    Ladda ner fulltext (pdf)
    fulltext
  • 3.
    Svenningsson, Johan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    The Mitcham Score: quantifying students’ descriptions of technology2020Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 30, nr 5, s. 995-1014Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A central issue when measuring students’ attitudes toward an object is the children’s understanding of that object, in this case, technology. Studies have shown that schoolchildren often describe technology narrowly as different kinds of technological objects; more specifically, modern electrical objects. This may mean that we have been measuring students’ attitudes toward modern technological objects for more than 30 years. This study intends to research what other aspects students potentially describe, when describing technology, and how the descriptions can be implemented in attitudes toward technology research. To visualize and analyze different aspects of technology, Carl Mitcham’s philosophical framework of the manifestations of technology is used. The deductive method used for analysis quantifies students’ descriptions of technology, for use in attitude, and other quantitative, studies. In this study, descriptions of technology and technology education from 164 students (aged 12–15) are analyzed, classified and quantified within Mitcham’s typology (technology as Object–Activities–Knowledge–Volition). The student descriptions are compared to the typology and students score a point for every one of the four aspects of technology they describe. The sum of aspects in the description is named The Mitcham Score. The results of this study show that students can describe technology in a broad way using all four aspects of Mitcham’s typology. In line with previous studies, the most common way is to describe technology as objects and activities using the objects. Technological knowledge has not been in focus in previous studies of student descriptions. In this study, 44.5% of the students mention technological knowledge in their descriptions of technology. Measurement using the Mitcham Score provides a method to study both students’ concepts of technology and the factors that might affect this. The Mitcham Score is potentially one more factor to use in analyzing students’ attitudinal profiles. The method is sufficiently reliable and enables a broad understanding of students’ attitudes.

    Ladda ner fulltext (pdf)
    Quantifying students’ descriptions of technology
  • 4.
    Svenningsson, Johan
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Carl Mitcham: Descriptions of Technology2019Ingår i: Reflections on Technology for Educational Practitioners: Philosophers of Technology Inspiring Technology Education / [ed] Dakers, John R. Hallström, Jonas. de Vries, Marc J., Boston, MA: Brill Academic Publishers, 2019, s. 13-24Kapitel i bok, del av antologi (Refereegranskat)
  • 5.
    Svenningsson, Johan
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Elevers attityder till teknik2018Ingår i: Teknikdidaktisk forskning för lärare: bidrag från en forskningsmiljö / [ed] Karin Stolpe; Gunnar Höst; Jonas Hallström, Linköping: Linköping University Electronic Press, 2018, s. 15-21Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    I det här kapitlet kommer elevers attityder till och intresse för teknikämnet diskuteras. De här begreppen talas det en del om, ofta i negativ bemärkelse. Men vad innebär en attityd till och ett intresse för teknikoch teknikundervisning? Resultaten från studien beskriven i kapitlet visar exempelvis att intresse, vilja att arbeta med teknik och hur utförligten elev kan beskriva teknik hänger ihop. Studien visar en koppling mellan viljan att arbeta med teknik och erfarenheter utanför skola ochklassrum. Dessutom beskrivs i studien att flickor generellt är mindreintresserade av skolans teknikundervisning och mindre intresserade avett yrke inom tekniksektorn än pojkar.

  • 6.
    Svenningsson, Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hultén, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Understanding attitude measurement: Exploring meaning and use of the PATT short questionnaire2018Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, nr 1, s. 67-83Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 7.
    Svenningsson, Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hultén, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Student attitudes toward technology: what is hidden behind the survey answers?2016Ingår i: 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, s. 463-472Konferensbidrag (Refereegranskat)
    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.

  • 8.
    Svenningsson, Johan
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Hultén, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Hallström, Jonas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Swedish Students’ view on Technology: Results from a pilot study using an adaptation of the PATT-SQ questionnaire2015Ingår i: PATT 29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, April 2015 / [ed] Marjolaine Chatoney, Marseille: Presses Universitaires de Provence , 2015Konferensbidrag (Refereegranskat)
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