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Hallström, Jonas, ProfessorORCID iD iconorcid.org/0000-0003-0829-3349
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Publications (10 of 124) Show all publications
Stolpe, K. & Hallström, J. (2024). Artificial Intelligence Literacy for Technology Education. Computers and Education Open, 6, Article ID 100159.
Open this publication in new window or tab >>Artificial Intelligence Literacy for Technology Education
2024 (English)In: Computers and Education Open, ISSN 2666-5573, Vol. 6, article id 100159Article in journal (Refereed) Published
Abstract [en]

The interest in artificial intelligence (AI) in education has erupted during the last few years, primarily due to technological advances in AI. It is therefore argued that students should learn about AI, although it is debated exactly how it should be applied in education. AI literacy has been suggested as a way of defining competencies for students to acquire to meet a future everyday- and working life with AI. This study argues that researchers and educators need a framework for integrating AI literacy into technological literacy, where the latter is viewed as a multiliteracy. This study thus aims to critically analyse and discuss different components of AI literacy found in the literature in relation to technological literacy. The data consists of five AI literacy frameworks related to three traditions of technological knowledge: technical skills, technological scientific knowledge, and socio-ethical technical understanding. The results show that AI literacy for technology education emphasises technological scientific knowledge (e.g., knowledge about what AI is, how to recognise AI, and systems thinking) and socio-ethical technical understanding (e.g., AI ethics and the role of humans in AI). Technical skills such as programming competencies also appear but are less emphasised. Implications for technology education are also discussed, and a framework for AI literacy for technology education is suggested.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
AI literacy; Ethical issues; AI in Education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-199939 (URN)10.1016/j.caeo.2024.100159 (DOI)001154497200001 ()
Available from: 2024-01-08 Created: 2024-01-08 Last updated: 2024-02-23
Sultan, U., Axell, C. & Hallström, J. (2024). Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp. International journal of technology and design education, 34(2), 647-671
Open this publication in new window or tab >>Bringing girls and women into STEM?: Girls’ technological activities and conceptions when participating in an all-girl technology camp
2024 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 34, no 2, p. 647-671Article in journal (Refereed) Published
Abstract [en]

Bringing more girls and women into science, technology, engineering and mathematics, STEM, is often highlighted as an aim in education and industry. A constantly growing body of research on engagement is driven by equity concerns caused by the unbalanced gender distribution in STEM. In this study, Swedish teenage girls on a three-day technol- ogy camp are in focus. The camp was an initiative with three goals: “Get girls interested, keep girls interested and provide knowledge about futures within technology professions”. We explored the participating girls’ technological activities and conceptions of technology at the camp. Data collection was conducted through participant observations and a focus group interview. Data were analysed using thematic analysis and a gender theoretical framework. Results show the camp presented uncertain notions of what technology can be, and traditionally male-oriented domains were “girlified”. However, girlified activities might not have been constructive in this context since the girls expressed interest in technology before the camp and showed few signs of gendering technology – they liked all kinds of technology. Girlified technology can, at its worst, give a false image of the future industrial work life that the camp organiser aimed to inspire. Despite this, the camp activities were still meaningful and relevant to the girls. The camp created opportunities for the girls to develop their sense of being technical and a feeling of belonging. Implications for technology classroom settings and future camps are to value practical work and improvisational design without leaving the teaching unreflected. This could be a way of engaging and familiarising girls with the multifaceted world of technology without girlifying it. In addition, a broad conception of technology could make gender codes less relevant and open new opportunities. 

Place, publisher, year, edition, pages
Springer Nature, 2024
Keywords
Technology Education, Technology Camp, Gender and Technology, STEM, Girls Interest In Technology, All-Girl Activity
National Category
Educational Sciences Gender Studies
Identifiers
urn:nbn:se:liu:diva-197643 (URN)10.1007/s10798-023-09831-z (DOI)001171383700003 ()
Funder
Linköpings universitet
Note

Funding: Linköping University

Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2024-04-11Bibliographically approved
Hallström, J., Nordlöf, C., Norström, P. & Schönborn, K. (2023). Authenticity in Integrated STEM Education – Boon or Fantasy?: Observing Upper Secondary Technology Classroom Practice. In: Sarah Davies, Matt McLain, Alison Hardy, & David Morrison-Love (Ed.), PATT40 Liverpool 2023. Pupils' Attitudes Towards Technology Conference: Diverse Experiences of Design and Technology Education for a Contemporary and Pluralist Society. Paper presented at The 40th International Pupils’ Attitudes Towards Technology Educational Research Conference, hosted in Liverpool at Liverpool John Moores University in 2023 (pp. 397-404). Liverpool: Liverpool John Moores University, 40
Open this publication in new window or tab >>Authenticity in Integrated STEM Education – Boon or Fantasy?: Observing Upper Secondary Technology Classroom Practice
2023 (English)In: PATT40 Liverpool 2023. Pupils' Attitudes Towards Technology Conference: Diverse Experiences of Design and Technology Education for a Contemporary and Pluralist Society / [ed] Sarah Davies, Matt McLain, Alison Hardy, & David Morrison-Love, Liverpool: Liverpool John Moores University , 2023, Vol. 40, p. 397-404Conference paper, Published paper (Refereed)
Abstract [en]

Engineering design and technological modelling have been argued as valid premises from which to increase authenticity, relevance and create bridges between the STEM disciplines while maintaining subject integrity. Previous research indicates that projects which emulate how engineers work has the potential of both integrating STEM disciplines and being authentic. At the same time, earlier research also cautions that few integrated STEM projects consider students’ interests and their everyday contexts. The aim of this study is to investigate the implementation of an integrated STEM project in the Technology Programme at a Swedish upper secondary school. The studied STEM project involves students’ designs for improving their physical school environment in terms of well-being, feasibility, and sustainability. Data collection consisted of participatory observations, as well as teacher and student interviews. The results are presented in terms of three themes, namely (1) cooperation and real-life application are fundamental for authentic learning; (2) using models and modelling for communicating design ideas are central to authentic technology and engineering; and (3) integration of STEM content and methods do not draw on all four disciplines. It is concluded that there might be easily accessible pathways to promote integrated STEM and authenticity, such as utilizing the school environment as a starting point. However, formally implementing authentic practices remain a challenge even though a majority of teachers are enthusiastic about real-world relevance in design projects. Integrated STEM in the design project mostly included technology and engineering content, and aspects of science and mathematics albeit to a lower degree, which made simultaneous integration of all STEM disciplines a challenging task.

Place, publisher, year, edition, pages
Liverpool: Liverpool John Moores University, 2023
Keywords
Technology Education, Engineering Design, Integrated STEM Education, Upper Secondary School, Authentic Learning
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-199774 (URN)9781399967266 (ISBN)
Conference
The 40th International Pupils’ Attitudes Towards Technology Educational Research Conference, hosted in Liverpool at Liverpool John Moores University in 2023
Available from: 2023-12-19 Created: 2023-12-19 Last updated: 2024-01-15Bibliographically approved
Hallström, J. (2023). Design and Make - and Code?: Technology Education and a Unified Conception of Technology. In: Jonas Hallström & Marc J. de Vries (Ed.), Programming and Computational Thinking in Technology Education: Swedish and International Perspectives (pp. 89-102). Boston & Leiden: Brill Academic Publishers
Open this publication in new window or tab >>Design and Make - and Code?: Technology Education and a Unified Conception of Technology
2023 (English)In: Programming and Computational Thinking in Technology Education: Swedish and International Perspectives / [ed] Jonas Hallström & Marc J. de Vries, Boston & Leiden: Brill Academic Publishers, 2023, p. 89-102Chapter in book (Refereed)
Abstract [en]

The aim of this chapter is to discuss how a unified theory of technology could be forged philosophically, and suggest some implications for technology education. A post-phenomenological model of human-technology relations was employed as an analytical tool. It is concluded that both digital and analog technologies could be seen as technical artefacts with a dual nature and technologies of representation. The dual nature of technical artefacts, that is, the functional/intentional and physical dimensions of artefacts and systems, is reflected e.g. in the abstract programming language in conjunction with a specification, which relates to a physical configuration. Representational technologies could include everything from simple control systems to computers to AI systems, and it would be possible to conceive of the concrete and abstract parts of these technologies as different components of their representational capacity; a component could either be seen as representing (concrete) or represented (abstract), but part of the same representational system that makes up the technology. In both these “dual” perspectives on technology, artefacts and systems could be viewed from a common point of view and may consist of both digital, analog, concrete, and abstract components that together make up the technology. One important implication for technology education is that teaching needs to involve both abstract and concrete technological components. When programming, for instance, students need to learn not only about the code or software in itself, but also about what digital technology does in terms of solving real-world problems and achieving technical purposes.

Place, publisher, year, edition, pages
Boston & Leiden: Brill Academic Publishers, 2023
Series
International Technology Education Studies, ISSN 1879-8748 ; 20
Keywords
Digital Technology, Analog Technology, Programming, Philosophy of Technology, Post-Phenomenology, Technology Education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-199781 (URN)10.1163/9789004687912_005 (DOI)9789004687899 (ISBN)9789004687912 (ISBN)
Available from: 2023-12-19 Created: 2023-12-19 Last updated: 2024-01-25Bibliographically approved
Hallström, J. & Ankiewicz, P. (2023). Design as the basis for integrated STEM education: A philosophical framework. Frontiers in Education, 8, Article ID 1078313.
Open this publication in new window or tab >>Design as the basis for integrated STEM education: A philosophical framework
2023 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, article id 1078313Article in journal (Refereed) Published
Abstract [en]

STEM—science, technology, engineering, and mathematics—has become important as an educational construct and phenomenon in recent years. However, it is only just recently that STEM education has begun to be examined from a philosophical point of view. There is therefore a need for further investigation of its philosophical basis, particularly in relation to integrated STEM education (iSTEM). Recent conceptual and empirical studies emphasize the crucial role of design in achieving successful STEM integration, and design thinking has also lately gained traction in such integration. The aim of this study is to investigate an integrated philosophy of STEM education, based on the methodological backbone of design. The research methodology consisted of a critical review of the literature regarding the philosophy of STEM (education), science, technology, engineering, mathematics, and STEM education research, related to the current issues of integrating the various STEM subjects. We thus base the philosophical framework on philosophy and studies from/on the STEM subjects in education. It is concluded that from a methodological point of view, design holds promising affordances for unifying the STEM subjects through “pure STEM problems”. Design as part of, for instance, particular engineering design projects may consequently require the “design” of applicable scientific experiments as well as mathematics expressions and formulae specifically when engaging in technological modeling.

Place, publisher, year, edition, pages
FRONTIERS MEDIA SA, 2023
Keywords
STEM education, iSTEM, design, philosophy of technology, Science, Technology, Engineering, Mathematics (STEM)
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-192381 (URN)10.3389/feduc.2023.1078313 (DOI)000945619900001 ()
Available from: 2023-03-14 Created: 2023-03-14 Last updated: 2023-04-11
Andersson, J. & Hallström, J. (2023). En hållbar modell för praktiknära forskning?. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>En hållbar modell för praktiknära forskning?
2023 (Swedish)Report (Other academic)
Abstract [sv]

K-ULF, ”Kompensatorisk undervisning för lärande och forskning”, är KTHs del i den nationella försöksverksamheten ULF, eller ULF-avtal (”Utbildning, Lärande, Forskning”), som en del av Uppsala-noden. K-ULF-projektet startade våren 2020. Projektets organisation bygger på mötesplatser för lärare, lärarstudenter, lärarutbildare och forskare, där de tillsammans kan arbeta på lika villkor. Mötesplatserna som finns inom K-ULF är: Vetenskapens Hus (VH), en strategisk styrgrupp och en didaktisk arbetsgrupp. Dessa mötesplatser utgör grunden för ett systematiskt utvecklingsarbete för lärarprofessionen (Olsson & Brunner Cederlund, 2021). I linje med det nationella målet med ULF är K-ULFs syfte att ”utveckla och pröva hållbara samverkansmodeller mellan akademi och skola vad gäller forskning, skolverksamhet och lärarutbildning ge-nom att tydligare forskningsintegrera utbildningen och verksamhetsförlagd utbildning, och att studenters examensarbete (självständiga arbete) kan länkas till praktiknära forskning och skolutveckling utifrån veten-skaplig grund” (Institutionen för lärande, KTH, 2022). Benämningen ”Kompensatorisk undervisning för lärande och forskning” antyder också att man tar sig an skolans s.k. kompensatoriska uppdrag, nämligen att skapa förutsättningar för att alla elever ges goda förutsättningar att nå de nationella kunskapskraven. K-ULFs verksamhet har sedan 2020 växt och drivs nu av KTH i samarbete med Vetenskapens Hus och fem kommuner (huvudmän): Stockholms stad, Haninge kommun, Lidingö stad, Nynäshamns kommun och Värmdö kommun.

Denna rapport är en utvärdering av K-ULF projektets första fas (juni 2020–2022). Utvärderingen fokuserar K-ULF-projektets samverkans-modell utifrån deltagarnas perspektiv: huvudmän, rektorer, lärare, lärarstudenter, universitetslärare och forskare. Syftet med utvärderingen är att undersöka hur K-ULF har bidragit till att uppnå målen för ULFs försöksverksamhet, från deltagarnas perspektiv. I rapporten fokuseras:

  • hur K-ULF bidrar till att uppnå målen för ULFs försöksverk-samhet – den hållbara samverkansmodellen – från deltagarnas perspektiv,
  • den praktiknära forskningen inom K-ULF,
  • K-ULFs uppskattade impact på lärare och elever på deltagande skolor,
  • rekommendationer om prioriteringar i nästa fas.

För att få reda på deltagarnas perspektiv ombads samtliga deltagare i projektet att besvara en kvalitativ enkät. Enkäten var uppdelad i tre om-råden som rör K-ULF-projektet: syfte, organisation och innehåll. Totalt 25 deltagare besvarade enkäten och svar erhölls från samtliga grupper eller roller inom projektet, med en jämn fördelning mellan dem.

Resultatet visar att K-ULF-projektets organisation upplevs som mycket positiv av deltagarna och här nämns ord som funktionell och genomtänkt och att organisationen ger stora möjligheter till kunskapsutbyte. De re-gelbundna mötena i den didaktiska arbetsgruppen och i den strategiska styrgruppen utgör viktiga delar i organisationen. Dessa regelbundna mö-ten ger projektet kontinuitet i form av samarbete vilket utgör en god för-utsättning för att hålla fokus och styrfart i projektet. Idén om att skapa mötesplatser verkar således fylla sin funktion. Samarbetet upplevs väl-fungerande med ett stort engagemang och kontakten mellan organisationens olika delar fungerar mycket bra. Kommunikationen mellan deltagarna upplevs som positiv och man upplever att man får stöd, hjälp och feedback från olika arbetsgrupper. Kollegialt stöd lyfts fram som särskilt värdefullt och då framför allt om man är kollegor och har samma roll i projektet. Vidare känns innehållet intressant och innehållet sprids även vidare till andra lärare och huvudmän som inte deltar i projektet. Ibland kan det som kommuniceras upplevas som svårt att förstå och det nämns i detta sammanhang som ett ”forskarspråk”. Samtidigt uttrycks att ”forskarspråket” utgör en viktig del i kunskapsutvecklingen.

En svårighet i organisationen är en brist på engagemang från skolledningen som det upplevs av en del deltagare. Här nämns två förklaringar: 1) rektorer som slutar och 2) att K-ULF behöver få en tydligare plats i huvudmännens organisation, vilket verkar vara lättare hos mindre huvudmän och en större utmaning hos större huvudmän. Ytterligare en aspekt som lyfts bland deltagarna handlar om att det förefaller finnas otydligheter avseende uppdrag, roll och arbetsfördelning; här önskas en diskussion om forskares roll i projekten och vad man förväntas bidra med.

När det gäller den praktiknära forskningen så upplever deltagarna att K-ULF har utgått från lärarnas frågeställningar men att betydelsen av forskningen ofta är mer personlig. Flera av skollärarna vittnar om kon-kreta men fortfarande ganska personliga implikationer som att komma ”ur gamla hjulspår” och få ”nya idéer”. Å andra sidan finns också ett par kritiska synpunkter som just berörde att inte allas röster blev hörda. Här ifrågasätts huruvida enskilda lärares önskemål verkligen kan sägas spegla större frågeställningar som berör fler. I detta sammanhang ifrågasätts också om examensarbeten kan sägas vara forskning. Även om examensarbeten kanske inte formellt kan anses vara ”akademisk” forskning, så har i alla fall många av de lärare som deltagit i studien uttryckt att examensarbetena har bidragit med att:

  • kunna förstå och se undervisningen i nytt ljus,
  • få tankar om hur de kan utveckla undervisningen,
  • kunna eller i alla fall velat diskutera dessa tankar vidare (McIntyre, 2005).

Resultaten pekar alltså på att examensarbetena kan vara ett fruktbart sätt att utföra praktiknära forskning i lärares vardagliga miljö, förutsatt att de får inflytande över arbetenas problemställningar. Problemet ver-kar snarare ha varit att inte alla delar av skolorganisationen (ännu) tagit del av möjligheten att inom K-ULF delta i praktiknära forskning. 

När det gäller impact och rekommendationer baseras de på resultat från vår enkätundersökning samt den ganska omfattande dokumentation som finns om K-ULF genom tidigare ULF-utvärderingar, forskningsrap-porter och konferenspaper. I korthet visar resultatet att deltagarna som besvarat enkäten önskar behålla strukturen och en långsiktig satsning med stabil finansiering och ett långsiktigt förhållningssätt även för den forskning som är knuten till projektet. K-ULFs impact har varit stark inom KTH och på huvudmannanivå i kommunerna och projektet har integrerats väl i KTHs lärarutbildning och ämnesdidaktiska forskning. Ge-nom styrgruppen och arbetsgruppen har också huvudmännens utbildningschefer och lärare involverats på ett tydligt sätt. 

Det finns också utvecklingsmöjligheter, och denna sammanfattning fokuserar på två sådana. Den första handlar om att skapa förutsättningar för ett större engagemang och en bättre förankring hos huvudmän och rektorer. I detta sammanhang nämns även att det behövs någon form av strategi för att informera och involvera deltagare som kommer in i en senare fas i projektet för att på så vis förankra och skapa goda förutsättningar. Den andra utvecklingsmöjligheten handlar om examensarbetenas utformning där det finns önskemål om mer delaktighet när det gäller hur skolornas ledning kan involveras i att identifiera kunskapsbehov som är relaterade till skolornas systematiska kvalitets- och utvecklings-arbete. Här lyfts en utmaning i att föra samman forskningsfokus som överensstämmer med skolornas kvalitets- och utvecklingsarbete med lärarnas behov och forskarnas intressen. Vidare behöver förutsättningarna för att locka studenter att skriva examensarbeten inom teknikämnet och naturvetenskapliga ämnen ses över då det fram till idag endast skrivits inom ämnesområdet matematik. 

Det finns flera delar i organisationen som fungerar mycket väl och som deltagarna önskar ha kvar i nästa fas. Deltagarna önskar behålla: 

  • strukturen och en långsiktig satsning på samverkansmodellen med stabil finansiering,
  • det verksamhetsnära perspektivet med det praktiknära samarbetet,
  • de regelbundna mötena och att dessa även fortsättningsvis ska präglas av jämbördigt deltagande,
  • ett fortsatt samarbete med lärarutbildning där K-ULF fortsätter utgöra en del av VFU-kurserna och examensarbeten,
  • att skolorna även fortsättningsvis ges möjlighet till ett fortsatt samarbete och att den täta kontakten mellan KTH och VFU-skolor behålls.

Sammanfattningsvis är de flesta deltagare väldigt positiva till K-ULF som helhet. Deltagarnas inställning är i stort att K-ULF-projektet har ut-gått från skollärarnas dagliga behov i sina klassrum, och att de ingående projekt som initierats är grundade i verkliga behov och därför är praktiknära.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2023. p. 55
Series
Skrifter från Forum för ämnesdidaktik, Linköpings universitet ; 14
Keywords
ULF-avtal; K-ULF; utvärdering; samverkansmodell; praktiknära forskning; examensarbete, Didaktik, Utbildningsvetenskap
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-190730 (URN)9789180750264 (ISBN)
Available from: 2022-12-22 Created: 2022-12-22 Last updated: 2023-05-02Bibliographically approved
Hallström, J. & Melosi, M. V. (2023). History of technological change in urban wastewater management, 1830–2010. In: Thomas Bolognesi, Francisco Silva Pinto & Megan Farrelly (Ed.), Routledge Handbook of Urban Water Governance: (pp. 163-172). New York: Routledge
Open this publication in new window or tab >>History of technological change in urban wastewater management, 1830–2010
2023 (English)In: Routledge Handbook of Urban Water Governance / [ed] Thomas Bolognesi, Francisco Silva Pinto & Megan Farrelly, New York: Routledge, 2023, p. 163-172Chapter in book (Refereed)
Abstract [en]

A recurring challenge for human societies has been the provision of freshwater and the disposal of wastewater. Initial systems were very rudimentary but became more and more complex as cities and towns emerged around the world over time. With the Industrial Revolution and rapidly burgeoning urbanisation in western Europe and the United States in the 19th century, water supply and sewerage eventually were designed and constructed as citywide technological systems. The aim of this chapter is to describe and analyse the most important stages of technological change in urban wastewater management during the period 1830 to 2010, with examples taken primarily from Sweden, northern Europe, and the United States. The chapter begins with a brief discussion of wastewater management before the modern era, then turns to technological change in modern wastewater management and practices over three periods: 1830–1900, from drainage to sewerage – the British public health movement and the evolution of sewerage systems; 1900–1950, the bacteriological health paradigm and the dawn of wastewater treatment; and 1950–2010, wastewater innovation and renovation, suburban sprawl, and the age of environmental awakening.

Place, publisher, year, edition, pages
New York: Routledge, 2023
Series
Routledge Environment and Sustainability Handbooks
National Category
History of Technology
Identifiers
urn:nbn:se:liu:diva-188016 (URN)10.4324/9781003057574 (DOI)2-s2.0-85142013929 (Scopus ID)9781003057574 (ISBN)9780367523541 (ISBN)9780367523534 (ISBN)
Available from: 2022-09-01 Created: 2022-09-01 Last updated: 2023-02-10Bibliographically approved
Hallström, J. (2023). Introduction: Programming and Computational Thinking in Technology Education. In: Jonas Hallström & Marc J. de Vries (Ed.), Programming and Computational Thinking in Technology Education: Swedish and International Perspectives (pp. 1-9). Boston & Leiden: Brill Academic Publishers
Open this publication in new window or tab >>Introduction: Programming and Computational Thinking in Technology Education
2023 (English)In: Programming and Computational Thinking in Technology Education: Swedish and International Perspectives / [ed] Jonas Hallström & Marc J. de Vries, Boston & Leiden: Brill Academic Publishers, 2023, p. 1-9Chapter in book (Refereed)
Abstract [en]

In recent years, digital technology, programming, and computational thinking have been incorporated on a larger scale as curriculum components in technology education in many countries across the globe. Technology education research about programming and computational thinking is needed, and this edited book, Programming and Computational Thinking in Technology Education: Swedish and International Perspectives, contributes with new research that has many international applications and grounds for comparison, both in schools and in the research community. This introduction not only serves as a background for the reader as s/he delves into the various chapters of the book, but also introduces some pertinent and sometimes longstanding issues in technology education and its relation to computers and computing. These issues are: 1. Programming and computational thinking in school curricula: the early 21st century wave; 2. Computational thinking and literacy; 3. Teacher competence in programming; and 4. Computational thinking, programming, and learning in technology education.

Place, publisher, year, edition, pages
Boston & Leiden: Brill Academic Publishers, 2023
Series
International Technology Education Studies, ISSN 1879-8748 ; 20
Keywords
Programming, Computational Thinking, Computational Literacy, Teacher Competence, Technology Education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-199780 (URN)10.1163/9789004687912_001 (DOI)9789004687899 (ISBN)9789004687912 (ISBN)
Available from: 2023-12-19 Created: 2023-12-19 Last updated: 2024-01-25Bibliographically approved
Hallström, J. & Schönborn, K. (2023). Models and modeling in STEM education: nature, roles, and implementation (4ed.). In: Robert J Tierney, Fazal Rizvi and Kadriye Erkican (Ed.), International Encyclopedia of Education: (pp. 112-116). London: Elsevier Science
Open this publication in new window or tab >>Models and modeling in STEM education: nature, roles, and implementation
2023 (English)In: International Encyclopedia of Education / [ed] Robert J Tierney, Fazal Rizvi and Kadriye Erkican, London: Elsevier Science , 2023, 4, p. 112-116Chapter in book (Refereed)
Abstract [en]

This article elaborates the key aspects of the nature, roles, and implementation of models and modeling in STEM education. Regarding nature, although models and modeling differ between the STEM subjects there are also similarities, for example, concerning visual models and representations. The roles of models in the STEM subjects are dominated by conceptual models, while in technology/engineering manipulation of physical models is also important. Furthermore, common to all STEM subjects is the construction, evaluation, revision and (re-)use of models. Concerning the implementation of models and modeling in STEM education, evidence points to the relevance of including modeling in authentic engineering activities.

Place, publisher, year, edition, pages
London: Elsevier Science, 2023 Edition: 4
Keywords
Models; Modeling; Representations; STEM education; STEM literacy
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-190557 (URN)10.1016/B978-0-12-818630-5.13038-6 (DOI)9780128186299 (ISBN)
Available from: 2022-12-13 Created: 2022-12-13 Last updated: 2023-01-31Bibliographically approved
Norström, P. & Hallström, J. (2023). Models and modelling in secondary technology and engineering education. International journal of technology and design education, 33, 1797-1817
Open this publication in new window or tab >>Models and modelling in secondary technology and engineering education
2023 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 33, p. 1797-1817Article in journal (Refereed) Published
Abstract [en]

The common purpose of models is to provide simplified representations of other phenomena. Depending on type, they are suitable for communication, documentation, prognostication, problem solving, and more. Various types of models, such as drawings, mock-ups, flow charts, and mathematical formulae, are important tools in engineering work. An introduction to the area of technological modelling is therefore an essential component in secondary technology and engineering education, both to prepare for future studies and work, and to instil a general technological literacy. Models in the form of technical drawings and physical models are mentioned in several international curricula and standards for secondary education, but the nature of models or the modelling process are seldom elaborated upon. The purpose of this article is to investigate the ‘why?’, the ‘what?’, and the ‘how?’ of teaching and learning about models and modelling in secondary technology and engineering education. We discuss the roles of models and modelling and suggest a modelling framework for technology and engineering education consisting of a six-step modelling process that can be used in education with increasing level of complexity: identification, isolation, simplification, validation, verification, and presentation. Examples from Swedish curricula and secondary school textbooks are used to highlight the progress (or lack thereof) concerning model creation and model use. It was found that especially validation and verification are downplayed or missing in these accounts. Special attention needs to be given to the simplification step, where the balance between simplicity and realism often leads to difficult decisions in the modelling process.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Technology education; Engineering education; Secondary school; Model; Modelling
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-195665 (URN)10.1007/s10798-023-09808-y (DOI)001014502200001 ()
Projects
aSTEM: Models and modelling for authentic STEM education
Funder
Swedish Research Council, 2020-03441
Note

Funding: Swedish Research Council [2020-03441]; Royal Institute of Technology

Available from: 2023-06-22 Created: 2023-06-22 Last updated: 2023-11-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0829-3349

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