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  • 1.
    Anshelm, Jonas
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Hultman, Martin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Samhället, tekniken och säkerheten - En förstudie2006Other (Other (popular science, discussion, etc.))
  • 2.
    Galis, Vasilis
    et al.
    Linköping University, The Tema Institute.
    Gyberg, Per
    Linköping University, The Tema Institute.
    Energy behavior as a collectif: The case of Colonia student dorms at the university of Linköping2008In: 4S-EASST Meeting  Rotterdam, the Netherlands, August 20-23 2008: Acting with Science, Technology and Medicine, Rotterdam, 2008Conference paper (Refereed)
    Abstract [en]

    A household’s energy behaviour consists of several processes and interactions as well as it involve the decisions and functions of several entities. A household constitutes a technical infrastructure where people live, meet, and shape their identities in different ways. This study aims to open the black box energy behaviour and highlight different aspects and entities that influence and shape the way households use energy sources. A household’s energy behaviour is defined by different material and socio-economic objectives/aspects. These objectives often conflict with each other in terms of economic resources, political prioritisations, and technical potentials. For example, the implementation of environmental-friendly provisions in a household implies often costs and distribution of priorities. The most suitable method for highlighting and conceptualising the relationship between energy behaviour and different actors’ engagement is to study the development and construction of infrastructures (such as houses, apartment buildings etc), since infrastructures comprise the complexity of the modern society.

     

    The aim of this study is to reconstruct and follow the process of designing and implementing a construction project, namely Colonia – the new student dorms at the university of Linköping, through the lenses of household’s energy behaviour. Particularly, we aim to investigate how the interaction among different entities, such as constructors, owners, users, ventilators, heaters, climate etc, co-produces energy behavior in the context of residential student buildings and standardizes ways of construction as well as patterns of consumption. In doing so, we intend to reconstruct the households’ everyday experiences/patterns as well as to follow construction and owning practices: How does a household conceptualize its own energy use? What kind of actors influences energy use? How material and natural aspects affect the construction process and the production of behavioural patterns of energy use? How do experts and constructors interact with the built environment? What negotiations take place between actors in the process of configuring a specific construction project regarding energy use and how these negotiations materialize in the context of the project, in terms of efficient energy behaviour/use?

     

    The study treats energy behavior as a hybrid collective (Callon & Law, 1995. ”Agency and the Hybrid Collectif”). Our aim is to follow and reconstruct relations between the components of the collectif. It is the relations and their heterogeneity that are important in this context. The project will attempt to illustrate how everyday choices, experiences and interactions with other actors regarding the energy equipment of a household define the energy identity and behaviour of its members. In other words, to study the processes through which the design and construction of a house regarding electricity, heat, ventilation, water, drain system etc provides evidence concerning the materialisation of energy patterns within a household on an everyday basis.

  • 3.
    Galis, Vasilis
    et al.
    IT University, Copenhagen.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Department of Thematic Studies, Centre for Climate Science and Policy Research.
    Energy behaviour as a collectif: the case of Colonia: student dormitories at a swedish university2015In: Socio-technical perspectives on sustainable energy systems / [ed] Jonas Anshelm, Kajsa Ellegård, Jenny Palm, Harald Rohracher, Linköping: Linköping University , 2015, p. 97-125Chapter in book (Other academic)
  • 4.
    Galis, Vasilis
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Energy behaviour as a collectif: The case of Colonia: student dormitories at a Swedish university2011In: Energy Efficiency, ISSN 1570-646X, Vol. 4, no 2, p. 303-319Article in journal (Refereed)
    Abstract [en]

    A household’s energy behaviour consists of several processes and interactions and involves the decisions and functions of several entities. The topic of this study is to reconstruct, through narrations, the process of designing and implementing the new student dorms at Linköping University through the lens of household energy behaviour. In particular, we aim to investigate how the interactions between entities such as the builders, landlords, users, ventilators, heaters, climate and so forth co-perform energy behaviour in the setting of residential student buildings. Inspired by the actor-network theory, the study treats energy behaviour as a hybrid collectif. It is the relations and their heterogeneity that are important in this approach. The project studies how heterogeneous relations among everyday practices, human experiences and interactions with nonhumans enact energy use patterns.

  • 5.
    Galis, Vasilis
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Palm, Jenny
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hushållens energibeteende: en forskningsöversikt och metodgenomgång2008Report (Other academic)
    Abstract [sv]

    I denna förstudie ska vi analysera tidigare forskning kring hushållens energianvändning och relatera detta till styrmedel och energibeteende, samt bygg- och bostadssektorns aktörers arbete med energieffektivisering och hushållning. Syftet med denna rapport är att få en överblick av forskningen kring byggnader och hushållens energibeteende samt att formulera teoretiska och metodologiska tillvägagångssätt för att undersöka hushållens energibeteende. I denna rapport ska vi diskutera teoretiska och metodologiska angreppssätt inför fortsättningen av projektet och påbörja utvecklingen av en analysram för att förstå energianvändningen i hushåll.

  • 6.
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Energi som kunskapsområde: Om praktik och diskurser i skolan2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study concerns how energy is treated as an area of knowledge in the Swedish school. Energy is encountered in traditional subjects such as history, physics and social studies. Energy also has another entry due to its constant relevance in the world outside school, thereby obligating school to address and discuss energy within its curriculum. Energy is thus qualified to cut across subject lines in school and to connect strongly to problem issues outside school.

    The purpose of this book is to study how energy is handled as an area of knowledge in school. Viewing school as a practice implies that energy is handled within a specific social and cultural context. All meanings which are created construct and reproduce notions concerning the nature of reality. It is thus important to study the school's assumptions and methods for dealing with this area of knowledge.

    The analysis in the book is based on participatory observations, tape recordings of pupils engaged in group projects, educational materials and the pupils' own work. Three different energy-related projects are included in the study: (1) Two social studies classes which worked using energy as a theme. A number of different subjects were involved in this theme. (2) A natural science class which also worked using energy as a theme, although here the only subjects involved were physics and biology. All three of these classes were upper secondary college-preparatory school classes. (3) The study also includes two classes from the ninth grade. As in the case of the social studies classes, their work on energy involved most of the pupils' other subjects. The theme for the nine-year compulsory school pupils was "Man-Energy-Environment".

    This analysis has shown that school as practice has created certain forms which govern how energy is treated as an area of knowledge. The forms maintain and legitimise a particular view as to what is considered valid knowledge. The discourses which best live up to requirements regarding what was to be considered "valid" knowledge were the scientific discourse and the supply discourse.

    The scientific discourse was accorded high status as a result of its ties to a scientific conceptual world, and to approaches which are associated with the scientific method. The supply discourse must be considered to be the most dominant of the identifiable discourses.

    Other discourses were identified but did not nearly have the same bearing on school. The user discourse was most evident in the projects of the nine-year compulsory school pupuls, and was also implicated in goal documents for their assignments. The civilisation-critical discourses made their presence felt mainly during the group work, but otherwise had few points of correlation for school practice.

  • 7.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Energy in school: The practice of working with energy in school2000In: 4SEASST Conference 2000,2000, 2000, p. 63-63Conference paper (Other academic)
  • 8.
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Ett slag för det vilda2013Other (Other (popular science, discussion, etc.))
  • 9.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Kunskapsproduktion och vetenskaplig mångfald2007In: Att forska på tvären: erfarenheter från 10 år av tvärvetenskap inom forskarskolan Program Energisystem / [ed] Jenny Palm, Magnus Karlsson, Linköping: Program Energisystem , 2007, p. 41-47Chapter in book (Other academic)
  • 10.
    Gyberg, Per
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    När herdarna tystnar: Om en kämpande profession2014Conference paper (Other (popular science, discussion, etc.))
  • 11.
    Gyberg, Per
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Optimerad livsstil - en skör tråd2013In: Miljö och utveckling, ISSN 1105-5114Article in journal (Other (popular science, discussion, etc.))
  • 12.
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Risk att flumskolan ersätts av dumskola2013In: Svenska Dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
  • 13.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Skillnad på skräp och skräp2007In: Svenska dagbladet, ISSN 1101-2412, p. 31-31Article in journal (Other (popular science, discussion, etc.))
  • 14.
    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.
    Styrning med stuprörsperspektiv gör 'nya Macchiarinis' möjliga2019In: Universitetsläraren, ISSN 0282-4973, no 2, p. 34-35Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Gyberg, Per
    Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Teaching sustainable development in the wild: sorting knowledge and priorities2014Conference paper (Other academic)
    Abstract [en]

    The purpose of this paper is to discuss some of the different strategies used by teachers in handling sustainable development (SD) as an area of knowledge in Swedish schools. A dominating idea in Western school systems is that knowledge is somewhat separated from the subject. Regarding this idea, the task of the school system is to deliver necessary packages of knowledge and bring forward the subject’s ability to make rational and autonomous choices. When it comes to SD, this becomes a problematic standpoint.

    The paper builds on the analysis of transcribed interviews and focus interviews with teachers in Swedish high schools and upper secondary schools as well as on observations and sound recordings in classrooms while working with sustainable development as an area of knowledge. The coding was done by identification of key concepts, tensions and meaning fixations and their relations to each other.

    The study presents two models for how the teachers handle - and are allowed to handle - knowledge about SD: the Accountant and the Adventurer. The accountant counts, distributes and summarizes knowledge; it is the results that matter. The adventurer goes into the wild, with a more flexible map; where the experiences are the ones that count. The school system pressures the teachers to become accountants, but it is in the wild that routines and patterns are shaken and boundaries are tested; where students acquire understanding and deeper knowledge.

  • 16.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Tekniken och det moderna samhället2009In: Världens gång - teknikens utveckling, Lund: Studentlitteratur , 2009, 1, p. 119-128Chapter 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.

  • 17.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Teknikens janusansikte2009In: Världens gång - teknikens utveckling, Lund: Studentlitteratur , 2009, 1, p. 177-188Chapter 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.

  • 18.
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    The Discourse of Technoscientific Optimization of Lifestyle2011In: 4S 2011 Society for Social Studies of Science: November 2-5, Cleveland, Ohio, 2011Conference paper (Refereed)
    Abstract [en]

    Besides that Swedish households stands for half of the environmental stress in Sweden they also have one of the words highest electricity and heat consumption. The purpose with this paper is to show the dominant discourse in how Swedish householders reason about energy. It is built on the analysis of transcribed interviews with 19 households. Sometimes there were just one and sometimes two persons participating in the interviews. The coding is done by identification of key concept, tensions and meaning fixations and their relation to each other. Three different discourses are identified: One is called “the green dream”, another “the path of least resistant” and the most dominant discourse is called “the technoscientific optimization of lifestyle”.

    The discourse of technoscientific optimization builds on a very active relation to energy. The basic idea is that what you do matters but on the other hand you just do what you can, what you have time and other resources to perform. Energy is divided into different areas of action and these areas are measurable (light bulbs, insulation) and defined by amount of money, electricity, heat loss, etc to earn/save. The optimization also means that you can choose environmental friendly activities according to what fits in a certain situation. Environmental problems can be solved by increased knowledge and new technology. Thus there are a strong trust in experts and their capability to solve crucial problems of the modern society.

    This paper contributes with a deeper understanding of how global environmental problems are handled in day to day life and the role of science and technology.

  • 19.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Vems välstånd, Ljungberg?2008In: Östgöta Correspondenten, ISSN 1104-0394Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Anshelm, Jonas
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    The Swedish political debate on climate change and the discourse of industrial fatalism2011In: The Environmental Humanities: Cultural Perspectives on Nature and the Environment, 2011Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to analyze the dominating discourse of Swedish climate politics between the autumn of 2006 and the end of 2009, i.e. the tense period between the publication of the Stern-report and COP15. An analytical point of departure is the theory of reflexive modernity advocated by Ulrich Beck. His concept of industrial fatalism is used to explain the frames of climate politics that were constructed during these years of climate alarms. The empirical material that is investigated consists mainly of a large amount of debate articles on climate change and climate mitigation published in Swedish newspapers and journals during the period. Methodologically close reading of every single text is used in order to identify its central meanings and rhetorical figures. The coding process led to the identification of different patterns and meaning relations which together form different discourses. The most dominant of these discourses is called “the discourse of industrial fatalism”.

  • 21.
    Gyberg, Per
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Ellegård, Kajsa
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Teknik och vardag2009In: Världens gång - teknikens utveckling, Lund: Studentlitteratur , 2009, 1, p. 235-242Chapter 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.

  • 22.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Galis, Vasilis
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Palm, Jenny
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hushållens energibeteende - en arena för förändring2007In: Energianvändning i vardagen idag och i framtiden, 2007Conference paper (Other academic)
  • 23.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Avslutning2009In: Världens gång – teknikens utveckling: Om samspelet mellan teknik, människa och samhälle, Per Gyberg och Jonas Hallström (red.), Lund: Studentlitteratur , 2009, 1, p. 369-376Chapter 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

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

  • 25.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hallström, Jonas
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Teknik och mediering2009In: Världens gång - teknikens utveckling / [ed] Per Gyberg & Jonas Hallström, Lund: Studentlitteratur , 2009, 1:1Chapter in book (Other (popular science, discussion, etc.))
  • 26.
    Gyberg, Per
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Hallström, JonasLinköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Världens gång - teknikens utveckling2009Collection (editor) (Other academic)
    Abstract [sv]

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

  • 27.
    Gyberg, Per
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Karlsson, MagnusLinköping University, The Institute of Technology. Linköping University, Department of Mechanical Engineering, Energy Systems.Ingelstam, LarsLinköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    System i fokus - uppsatser med teori- och metodexempel från energiområdet: uppsatser från doktorandkursen Systemanalys med metodexempel från energiområdet2005Collection (editor) (Other academic)
  • 28.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Lee, Francis
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    The construction of facts: preconditions for meaning in teaching energy in Swedish classrooms2010In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 32, no 9, p. 1173-1189Article in journal (Refereed)
    Abstract [en]

    This article investigates the mechanisms that govern the processes of inclusion and exclusion of knowledges. It draws on three cases from Swedish classrooms about how energy is created as an area of knowledge. We are interested in how knowledge is made valid and legitimate in a school context, and in defining and finding tools to identify structures that govern potential meanings in a certain situation. To do this we develop a theoretical model that explains the preconditions for meaning. The purpose is to understand why certain knowledges are legitimated in the classroom and to explain how this happens. The analysis is based on participatory observations in classrooms, audio recordings of students engaged in group projects, educational materials, and the students' own work. The apparatuses of the school offer a wide range of possible meanings concerning energy. At the same time there are forces evolved in the school practice that effectively sift out what counts as values from what counts as facts and valid knowledge. These forces create a certain order and certain effects for what counts as truth. The article investigates the nature of the correlations between the different preconditions identified that makes one discourse more likely and “true” than another.

  • 29.
    Gyberg, Per
    et al.
    Linköping University, Department of Thematic Studies, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Centre for Climate Science and Policy Research.
    Löfgren, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Knowledge outside the box: Sustainable development education in Swedish schools2016In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 58, no 3, p. 283-299Article in journal (Refereed)
    Abstract [en]

    Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context.

    Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools.

    Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12–15) and 27 were upper secondary school teachers (pupil age 15–18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden.

    Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called ‘policy and sustainable development’. Data were transcribed and analysed thematically.

    Findings: The analysis suggests that, according to the teachers’ experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development – metaphorically termed ‘the Accountant’ and ‘the Adventurer’ – and their different effects on knowledge.

    Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by ‘knowledge instrumentalism’, which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development.

  • 30.
    Gyberg, Per
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Palm, Jenny
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Avbrott i vardagen2009In: Världens gång - teknikens utveckling, Lund: Studentlitteratur , 2009, 1, p. 221-234Chapter 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.

  • 31.
    Gyberg, Per
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Palm, Jenny
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Energy choices in households - consumption for sustainability2008In: VHU Conference on Science for Sustainable Development,2007, Uppsala: VHU , 2008, p. 141-148Conference paper (Refereed)
    Abstract [en]

    Consumption has become one of the most crucial factors, or tools, for managing development towards sustainability. Consumption offers different choices on the scale of more or less sustainable commodities. The politics and responsibility for the environment has to a large extent been transferred from an aggregate level of national politics to the world of everyday life. This paper investigates how different actors try to influence the choices made in the world of everyday life concerning energy. The study is conducted through interviews with different actors such as energy companies and municipal energy advisors, and by participating observation of practices where households are informed or educated in areas concerning energy. Another growing source of information and knowledge is, of course, the Internet. A number of different websites have been selected and analyzed in the same manner as other material. There are different ways to motivate households to change their energy behaviour. There is a strong conviction that in order to change behaviour, something must be gained, preferably economic gain. A more efficient way of living results in more money left in the wallet, and a positive side effect is that it is also good for the environment. The idea of efficiency might be the strongest one. Increasing efficiency is a way of not changing lifestyle but changing technical equipment and user routines.

  • 32.
    Gyberg, Per
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Palm, Jenny
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Energy choices in households - consumption for sustainability2007In: VHU-konferensen 6-7 september 2007, Linköping,2007, 2007Conference paper (Other academic)
  • 33.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Palm, Jenny
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Influencing households' energy behaviour - how is this done and on what premises?2009In: Energy Policy, ISSN 0301-4215, E-ISSN 1873-6777, Vol. 37, no 7, p. 2807-2813Article in journal (Refereed)
    Abstract [en]

    This article examines the discourse that the idea of efficiency is built upon according to different actors trying to influence households’ energy behaviour in Sweden. The focus is on information from authorities as well as from interest organisations and energy companies. Information directed to households often contains a strong idea that the individual has to take responsibility for his/her own choices, and that it is through consumer choices the energy system will become more sustainable. The reasons given for changing one’s behaviour are motivated both by lower energy costs and a reduced impact on the environment. Common advice for energy reduction is to change to a more energyefficient apparatus. In this sense efficiency is a way of not changing lifestyle but instead changing technical equipment and user routines. Only the LA21 project questions the need for all the apparatus as well as the possibility to improve existing artifacts, pointing to a need to change our lifestyle. The strong belief in science and technology results in a definition of the problem as a lack of knowledge, where the only solution is to fill this gap.

  • 34.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Palm, Jenny
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Tillförsel och brukare - diskursiv kamp på den kommunala arenan2008In: Vardagsteknik: Energi och IT: Forskning om hållbar användning av samhällets IT- och energisystem / [ed] Jenny Palm och Kajsa Ellegård, Stockholm: Carlsson Bokförlag, 2008, 1, p. 57-82Chapter in book (Other academic)
    Abstract [sv]

      Denna bok tar upp energi- och IT-användningen i dagens moderna samhälle. Jämförelser mellan järnvägsbyggandet boom och datasamhällets bubbla görs. Hur hanteras elektricitet och demokrati? Vad innebär inrednings- och göra om-program i i-världen för resursförbrukningen? Ett flertal forskare granskar dagens konkreta verklighet ur dessa perspektiv.

  • 35.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Rundgren, Carl-Johan
    Stockholms universitet.
    Tio skäl att strunta i miljön: Om varför det är så svårt att förändra vardagligt beteende2013 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    De flesta människor vet att vi står inför gigantiska miljöproblem. De flesta vet också hur man kan göra för att minska sin påverkan och därmed också minska effekterna av problemen. I själva verket känner de flesta till väldigt många åtgärder och förändringar i sitt vardagsliv som faktiskt skulle kunna göra skillnad. Fast å andra sidan så är ju den lilla skillnaden som jag kan göra så liten att det kanske inte har så stor betydelse i det stora hela. Dessutom så gör jag redan en massa saker och vissa saker tycker jag att jag har rätt att göra. Det finns många argument för att inte göra det man själv anser att man egentligen borde göra. Denna bok lyfter fram och diskuterar tio sådana skäl och diskuterar varför det är så svårt att förändra vardagligt beteende som påverkar miljön.

  • 36.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Sjögren, Hanna
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Quiz-kunskap och läraryrkets död2013In: Östgöta Correspondenten, ISSN 1104-0394, p. B17-Article in journal (Other (popular science, discussion, etc.))
  • 37.
    Gyberg, Per
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Skill, Karin
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
     Framing Devices in the Creation of Environmental Responsibility:  A Qualitative Study from Sweden2010In: Sustainability, ISSN 2071-1050, Vol. 2, no 7, p. 1869-1886Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to analyze the relationship between identity work for environmental responsibility and sustainable development in relation to an ecological master frame. The material is based on a case study with Swedish householders and focusses on the interviewees identity work in relation to specific and detailed environmentally friendly activities. The argument put forth is that individuals construct what is possible and reasonable by identifying themselves in relation to the multitude of others and by doing certain activities. The conclusions suggest that the householders consider themselves to have a responsibility for the environment, but that they do enough by performing specific activities such as recycling. Thereby the study shows how the individuals present their own ideas and actions in relation to an ecological master frame.

  • 38.
    Hallström, Jonas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS).
    Gyberg, Per
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Technology in the rear-view mirror: How to better incorporate the history of technology into technology education2011In: International Journal of Technology and Design Education, ISSN 0957-7572, Vol. 21, no 1, p. 3-17Article in journal (Refereed)
    Abstract [en]

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

  • 39.
    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.

  • 40.
    Palm, Jenny
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Department of Technology and Social Change2000In: Soziale Technik, ISSN 1022-6893, Vol. 4, p. 15-18Article in journal (Other (popular science, discussion, etc.))
  • 41.
    Palm, Jenny
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Gyberg, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Sjödin, Jörgen
    Linköping University, Department of Mechanical Engineering.
    Wahlund, Bertil
    Borlänges energisystem - påverkan och förändring1999Report (Other academic)
  • 42.
    Palm, Jenny
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Karlsson, MagnusLinköping University, The Institute of Technology. Linköping University, Department of Mechanical Engineering, Energy Systems.Gyberg, PerLinköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Drivkrafter till förändring: essäer om energisystem i utveckling2005Collection (editor) (Other academic)
    Abstract [sv]

        

  • 43.
    Sjögren, Hanna
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Gyberg, Per
    Linköping University, The Tema Institute, Tema Environmental Change. Linköping University, Faculty of Arts and Sciences.
    Henriksson, Malin
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Human–animal relations beyond the zoo: the quest for a more inclusive sustainability education2015In: Pedagogy, Culture & Society, ISSN 1468-1366, Vol. 23, no 4, p. 597-615Article in journal (Refereed)
    Abstract [en]

    This paper investigates human–animal relations in sustainability education. To understand what educational relationships and boundaries are challenged and/or strengthened in education promoting future sustainable societies, we argue that educational theory and practice must move beyond the anthropocentric framework’s sole focus on relationships between humans. Drawing on focus group interviews with teacher instructors at eight Swedish universities, we discuss cases in which sustainability education benefits from being understood as crafted via human–nonhuman relations. By concentrating on human–animal relations, we discuss the political and ethical implications arising from relationships being created in certain ways and not others. The empirical examples illustrate how the relations between teacher instructors and various animals can be a critical starting point for understanding the limitations and possibilities fostered by sustainability education.

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