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

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

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

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

  • 3.
    Berg, Astrid
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Children's emergent mechanistic reasoning in chemistry: a case study about early primary students' reasoning about the phenomenon of thermal expansion of air2024In: CHEMISTRY EDUCATION RESEARCH AND PRACTICE, ISSN 1109-4028, Vol. 25, no 1, p. 92-114Article in journal (Refereed)
    Abstract [en]

    The importance of introducing students to mechanistic reasoning (MR) early in their schooling is emphasised in research. The goal of this case study was to contribute with knowledge on how early primary students' (9-10 year-olds) MR in chemistry is expressed and developed in a classroom practice framed by model-based inquiry. The study focuses on the first lesson in a sequence of six that was developed as part of a design study. The teaching was designed to ensure student agency and create conditions for the students to develop, test, and evaluate simple particle models in interaction with observations cooperatively and under teacher guidance. During the lesson, students were encouraged to express their tentative explanatory models in drawing and writing, and to act as molecules to dramatize the expansion of air. A mechanistic reasoning framework based on the characterisation of system components (entities, properties, activities, organisation) was developed and used to analyse children's mechanistic reasoning. The framework included multimodal analysis of communication (speech, gestures, writing, drawing, bodily motion) and evaluation of student reasoning based on e.g., the presence of gaps in terms of explanatory black boxes or missing pieces. The results show that: (1) In model-based inquiry, young children can navigate across different representational levels in their reasoning and engage in MR; (2) children's black-boxing can be seen as an indication of epistemic work in the process of model-based inquiry; and (3) asking students to engage in multiple modes of representations support the development of student MR in model-based inquiry.

  • 4.
    Berg, Astrid
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Orraryd, Daniel
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Jahic Pettersson, Alma
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Representational challenges in animated chemistry: self-generated animations as a means to encourage students reflections on sub-micro processes in laboratory exercises2019In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 20, no 4, p. 710-737Article in journal (Refereed)
    Abstract [en]

    A central aspect of learning chemistry is learning to relate observations of phenomena to models of the sub-microscopic level of matter, and hence being able to explain the observable phenomena. However, research shows that students have difficulties discerning and comprehending the meaning of the sub-micro level and its models, and that practical work in its traditional form fails to help students to discern the relation between observations and models. Consequently, there is a strong call for new teaching activities to address these issues. This paper emerges from a growing number of studies showing that learning is supported when students are set to cooperatively create their own multimodal representations of science phenomena. In this paper, we explore the approach of letting students create their own stop-motion animation as a means to explain observations during practical work. The students work of producing a phenomenon in the laboratory and creating an animation was recorded (audio-video) to capture students verbal and non-verbal interactions and use of resources. Data was analysed using a thematic content analysis with a deductive approach aimed at identifying the aspects of chemistry content that are being reasoned. The analysis showed that the task enabled students to engage in reasoning concerning both the observations and the sub-micro-level models, and how they relate to each other. The task also enabled students to reason about features of the representation that are needed to make sense of both the observational and sub-microscopic aspects of a phenomenon, as well as reflecting upon the meaning of a model.

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  • 5.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Primary School Teachers’ Development of Subject-Specific Knowledge in Technology during a Design Based Research Project2013In: PATT27 Technology Education for the Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December 2013: A Play on Sustainability / [ed] P John Williams and Dilani Gedera, University of Waikato, New Zealand , 2013, p. 59-64Conference paper (Refereed)
    Abstract [en]

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

     

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  • 6.
    Boström, Johan
    et al.
    Department of Physics and Electrical Engineering, Linnaeus University, Växjö, Sweden.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of 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.
    Rethinking construction in preschool: discerning didactic strategies in Swedish preschool activities2022In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 32, no 4, p. 2039-2061Article in journal (Refereed)
    Abstract [en]

    Even though construction tasks have a long history as an activity in the Swedish preschool, technology as a content matter (e.g., construction) is relatively new. Hence, preschool teachers are generally unsure of the content of technology and how to handle it from a teaching perspective. Thus, there is need for deeper understanding of how construction tasks in preschool can be enacted and what kind of premises are offered to the children. To investigate this, we took our stance in activity theory and the concepts of mediating artifacts, rules and division of labour. This helped us discern what type of instructional practices that were enacted by preschool teachers when working with construction tasks. Activity theory in combination with thematic analysis helped us distinguish four general didactic actions that the teachers used to bring about the construction task-to engage, to guide, to coordinate, to show. These four strategies were then formulated into specific technology didactic actions through the perspectives of technology as product, process and concepts.

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  • 7.
    Boström, Johan
    et al.
    Department of Physics and Electrical Engineering, Linnaeus University, Växjö, Sweden.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of 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.
    Who counts?: Legitimate solutions in construction activities in preschool2023In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 33, p. 1309-1344Article in journal (Refereed)
    Abstract [en]

    As has been pointed out in previous research, teacher-led learning plays an important role in developing preschool children's technological skills and technological self-esteem. What is missing in research are more detailed analysis of how the children’s and teachers’ actions and interactions shape the learning process. In order to study this within the field of construction, an action research project was conducted, where construction activities were developed, implemented and revised in an iterative procedure. Data from the second cycle were analyzed for this article using graphic transcriptions and multimodal analysis, with a focus on action, interaction and experience from a pragmatist perspective. Our findings show that children who quickly and decisively engage with the material, the teachers and their peers in suggesting which material to use and/or how the material can be used, end up in a central role in the design process. These children (or their actions) often get legitimized by the teachers. Thus, in order to give children access to equal opportunities in the construction activities, it is important for teachers to understand how the children’s construction-focused actions become constitutive and what their role in that process is.

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  • 8.
    Fredriksson, Karolina
    et al.
    Skolforskningsinstutet, Solna.
    Envall, Ida
    Skolforskningsinstitutet, Solna.
    Bergman, Eva
    Skolforskningsinstututet, Solna.
    Fundell, Sara
    Skolforskningsinstitutet, Solna.
    Norén, Eva
    Stockholms universitet, Institutionen för matematikämnets och naturvetenskapernas didaktik.
    Samuelsson, Joakim
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Kullberg, Angelika (Contributor)
    Institutionen för didaktik och pedagogisk profession, Göteborgs universitet.
    Klassrumsdialog i matematikundervisningen: matematiska samtal i helklass i grundskolan2017Report (Other academic)
    Abstract [sv]

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

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

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

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

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    Klassrumsdialog i matematikundervisningen: matematiska samtal i helklass i grundskolan
  • 9.
    Frejd, Johanna
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Schönborn, Konrad
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Making a fictitious animal: 6-7 year-old Swedishchildren’s meaning making about evolution duringa modelling task2022In: Journal of Biological Education, ISSN 0021-9266, E-ISSN 2157-6009, Journal of Biological Education, ISSN 0021-9266, Vol. 56, no 3, p. 323-339Article in journal (Refereed)
    Abstract [en]

    Whereas previous studies show that children are able to make meaningabout evolutionary concepts within read-aloud contexts, little is knownabout how semiotic resources and interaction influence children’s meaningmaking about evolution. This study investigates children’s meaning makingabout evolutionary concepts during a modelling activity conducted after aninteractive storybook read-aloud describing the evolution of a foraging traitof a fictitious mammal (the pilose). Forty children (13 groups) were videotapedas they produced a clay pilose model, while explaining how theythought their pilose would appear after inhabiting a ‘future’ environment(mountainous, snowy or forest). A multimodal analysis focused on howchildren demonstrated their meanings of seven evolutionary conceptsdescribed in the book. An eighth concept, ‘adaptation to environment’,was also often discussed. While all eight concepts emerged, the mostfrequent concerned survival and adaptation. The eighth concept appearedto serve as a synthesis of children’s interpretation of the storybook thathighlighted the visible consequences of evolution. The children engagedfive interactional resources, dominated by the interactional resource ofcommunicating the concepts in direct relation to their produced pilosemodels. The findings shed light on how children’s representational andrelational practices impact making meaning about evolution.

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  • 10.
    Ginner, Thomas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, JonasLinköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.Hultén, MagnusRoyal Institute of Technology, Stockholm, Sweden.
    The PATT 26 conference Stockholm, Sweden 26–30 June 2012: Technology Education in the 21st Century2012Conference proceedings (editor) (Refereed)
    Abstract [en]

    PATT 26 will be held at the Royal Institute of Technology (KTH) in Stockholm, the beautiful capital of Sweden. The PATT 26 conference is part of a two-conference arrangement organized by the Royal Institute of Technology and the Centre for School Technology Education, CETIS, Linköping University, under the common heading Technology Education in the 21st Century. We hereby welcome international colleagues to this golden opportunity to share and learn more about the latest on-going and completed research in the field of technology education research, spanning from early years through to upper secondary education and teacher education.

    The overarching theme for PATT 26 is Technology Education in the 21st Century. The papers in this peer-reviewed conference book all reflect this broad theme, but they also relate to a variety of key areas in school technology education. Research topics include, for example, aspects of learning, teaching, and assessing; pupils’ attitudes; global issues such as sustainability, ethics, values and culture; interdisciplinarity; Science, Technology, Engineering & Mathematics (STEM); links with creative and performing arts; links with arts and social sciences; links with languages; the impact of technological developments on learning, teaching and assessing in technology education; the potential of a design approach; technological artefacts and systems; food technology; historical, sociological and philosophical perspectives on technology education. Together all these areas form a wide spectrum of research of relevance for technology education in the 21st century.

    Thomas Ginner, Jonas Hallström & Magnus Hultén,

    editors and organisers

    June 2012

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    The PATT 26 conferenceStockholm, Sweden26–30 June 2012: Technology Educationin the 21st Century
  • 11.
    Hagberg, Jan-Erik
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies.
    Hultén, Magnus
    LHS.
    Skolans undervisning och elevers lärande i teknik: svensk forskning i internationell kontext2005Report (Other academic)
    Abstract [sv]

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

  • 12.
    Hagberg, Jan-Erik
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies.
    Hultén, Magnus
    Lärarhögskolan i Stockholm.
    Teknikdidaktik under formering2005Other (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 13.
    Haglund, Jesper
    et al.
    Uppsala universitet, Sweden.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tension Between Visions of Science Education: The Case of Energy Quality in Swedish Secondary Science Curricula2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 3-4, p. 323-344Article in journal (Refereed)
    Abstract [en]

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

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  • 14.
    Hallström, Jonas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Teknikens och naturvetenskapernas didaktik2020In: Ämnesdidaktik vid Linköpings universitet / [ed] Karolina Muhrman, Linköping: Linköping University Electronic Press , 2020, p. 34-39Chapter in book (Other academic)
  • 15.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Lövheim, Daniel
    Stockholms universitet.
    Avslutning2013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, p. 251-255Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 16.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Lövheim, Daniel
    Stockholms universitet.
    Inledning: Perspektiv på teknik i skolan, 1842-20102013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, p. 9-18Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 17.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, MagnusLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.Lövheim, DanielStockholms universitet.
    Teknik som kunskapsinnehåll i svensk skola 1842-20102013Collection (editor) (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 18.
    Hallström, Jonas
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lövheim, Daniel
    Stockholm University, Sweden.
    The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842–20102014In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 2, p. 121-139Article in journal (Refereed)
    Abstract [en]

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

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  • 19.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Boundary objects and curriculum change: the case of integrated versus subject-based teaching2013In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 45, no 6, p. 790-813Article in journal (Refereed)
    Abstract [en]

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

  • 20.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Folkskollärarna och naturvetenskapen i 1800-talets folkskola, en professionaliseringshistoria2014In: Vägval i skolans historia, no 1Article in journal (Other (popular science, discussion, etc.))
  • 21.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hur betyg blev ett mått i målstyrning och utvärdering av skolan2019In: Att vilja veta: Utvärdering och bedömning i skolan / [ed] Gunnar Åsén, Stockholm: Liber, 2019, 1, p. 166-185Chapter in book (Other academic)
    Abstract [sv]

    I Sverige har lärarsatta betyg varit av så kallad high-stakes-karaktör i över ett halvt århundrade. Med det menas att betyg har fyllt centrala funktioner för examination, urval och intag i utbildningssystemet. Kort sagt, det spelar roll vad man som elev får för betyg. Det var under efterkrigstiden som betygens roll som high-stakes utvecklades. Tidigare hade betygen i högre grad varit en ensak för lärare och elev, medan externa granskningssystem i hög grad styrde intag och examination, såsom den av centralt utsedda censorer övervakade studentexamen. Den ökade betydelsen för betyg förde in Sverige på en delvis annan väg jämfört med andra länder där externa testsystem i stället fick allt ökad betydelse för att reglera examen och intag till utbildning, såsom i England och USA. En drivkraft för utvecklingen mot externa test var den misstro som fanns kring likvärdighet i lärares betyg. Den svenska lösningen på betygens jämförbarhet var att anordna centrala prov i ett urval ämnen som sedan används för att normera lärares betyg. Det så kallade relativa betygssystemet började utvecklas under 1930-talet och innebar att byråkrater och provkonstruktörer fick allt större makt över lärares betygssättning. Kritiken mot det relativa systemet växte, och under 1980-talet var det i stort sett urholkat, varken lärare, elever eller politiker ville ha kvar systemet. Under tidigt 1990-tal utvecklades en ny typ av betygssystem, med avsikt att mäta kunskap och i första hand fylla pedagogiska funktioner snarare än att fungera som grund för urval till gymnasium och högre utbildning. Det fanns vid denna tid en stark tro på att externa text, såsom högskoleprovet, skulle få ökad betydelse för urvalet, och att detta skulle göra att betyg skulle ges nya och mer pedagogiska funktioner. Alltså en utveckling mot betyg som low-stakes. Så blev det inte. I detta kapitel berättas hur Sverige gick från ett relativt betygssystem, där makten framför allt låg hos byråkrater, till ett målrelaterat, där av allt att döma den politiska makten över betygen ökat, snarare än som det var tänkt, den professionella. Kapitlet avslutas med en kritisk analys av denna typ av kunskapsstyrning, som är politiskt mycket attraktiv, men det finns få tecken på att de spelar en konstruktiv roll i att utveckla skolans arbete och att stödja elever i behov av stöd, och att det är de elever som inte når godkända betyg som är förlorarna i systemet.

  • 22.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    I naturvetenskapernas skugga: teknikteman i 1800-talets läromedel i naturlära2013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, p. 21-54Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

     

  • 23.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    I takt med tiden?2012In: Skola och naturvetenskap: politik, praktik, problematik i belysning av ämnesdidaktisk forskning / [ed] Helge Strömdahl, Lena Tibell, Lund: Studentlitteratur, 2012, 1, p. 31-48Chapter in book (Other academic)
  • 24.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Kunskapskriser: kunskapsfrågan i svensk skoldebatt 1964–20012021In: Skolans kriser: historiska perspektiv på utbildningsreformer / [ed] Joakim Landahl, David Sjögren, Johannes Westberg, Lund: Nordic Academic Press, 2021, p. 135-154Chapter in book (Refereed)
    Abstract [sv]

    "Skolans styrdokument bör ha kunskapen i fokus" skriver Svenskt Näringsliv i ett svar på Skolverkets pågående revidering av skolans styrdokument 2019. De är inte ensamma om att lyfta kunskapsfrågan i debatten, tvärt om. Att skolan bör satsa mer på kunskap är ett budskap som präglat många inlägg i skoldebatten de senaste åren. I ljuset av den starka ställning kunskapsfrågan har i dagens skoldebatt kan man fråga sig hur det ser ut historiskt. Har kunskapsfrågan alltid varit viktig, eller är det först på senare år som den blivit central? I denna text studeras kunskapsfrågans ställning i mediedebatten under perioden från 1960-talet fram till början av 2000-talet.

  • 25.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Lärandemetoder2021In: Ämneslärarens arbete: didaktiska perspektiv / [ed] Maria André, Ingrid Carlgren, Gabriel Bladh, Malin Tväråna, Stockholm: Natur och kultur, 2021, Vol. Sidorna 229-260, p. 229-260Chapter in book (Other academic)
    Abstract [sv]

    Blivande lärare uttrycker inte sällan att de vill lära sig de senaste teorierna om lärande. Denna önskan är förståelig. Vetenskapen, inte minst den om hur vi lär, utvecklas snabbt. De senaste tio åren har det exempelvis skett en enorm utveckling av områden som kognitions- och neurovetenskap. Nya metoder och mätinstrument har gjort att kunskapen om lärandets fysiologiska mekanismer ökat. Likaså har det skett en utveckling av nya lärandedetektorer i relation till det datavetenskapliga fältet, exempelvis teorin om konnektivism som bygger på antagandet att det digitala samhället sätter nya ramar för lärande och kunskap och att detta i sin tur kräver nya metoder för lärande. Exemplen kan mångfaldigas. Varför ska man som lärare lägga ner tid på en lärandeteori som är gammal när man kan få den senaste?

  • 26.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Lärandeteorier2021In: Ämneslärarens arbete: didaktiska perspektiv / [ed] Maria Andrée, Gabriel Bladh, Ingrid Carlgren, Malin Tväråna, Stockholm: Natur och kultur, 2021, 1, p. 229-260Chapter in book (Other academic)
  • 27.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Läroboken som medel för professionalisering: exemplet med naturvetenskapliga läromedel skrivna för den svenska folkskolan under 1800-talet2011In: Norsk Lærebokhistorie III: en kultur- og danningshistorie / [ed] Skjelbred, D. & Aamotsbakken, B., Oslo: Novus Forlag, 2011, p. 158-178Chapter in book (Other academic)
  • 28.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Merethe Roos & Johan Laurits Tønnesson (red.) Sann opplysning? Naturvitenskap i nordiske offentligheter gjennomfire århundrer2019In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 1Article, book review (Other academic)
    Abstract [sv]

    Medan jag läser antologin dyker ett minne från min doktorandtid vid Lärarhögskolan i Stockholm upp. Ett år fick jag en rumskamrat från Sydkorea. Hon jobbade på en av Sydkoreas största dagstidningar och var i Sverige för att studera vår barnomsorg och förskola. Men hon gjorde annat också. Hon gick på Nobelfesten. Jag minns hur hon fas- cinerat återgav denna erfarenhet, och hamnade på förstasidan av sin tidning. – Ni märkliga svenskar, ni dyrkar inga gudar, utan vetenskapen, konstaterade hon efteråt.

    Varför har naturvetenskapen en så stark ställning i Sverige och på många andra håll i världen? Det är lätt att besvara frågan med att det har med människ- ans sanningstörst att göra. Men om san- ning vore ett kriterium för att kunskap ska sprids så hade mänskligheten nog aldrig nått särskilt långt. Frågetecknet i titeln Sann opplysning? är därför väl valt för en antologi om naturvetenskapens långa och framgångsrika historia i den nordiska offentligheten de senaste fyra hundra åren. Kunskap lockar, fascinerar och ger nya perspektiv. Kanske i synnerhet naturvetenskap.

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  • 29.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Mål i skolan2024 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Domineras skolundervisningen av en baklängespedagogik? Ja, när betygskriterierna förvandlas till kunskapsmål kan man fråga sig det. Bakgrunden är den målstyrning som infördes i skolan på 1990-talet.

    Mål för offentlig verksamhet har funnits länge, men de har blivit ett allt viktigare styrmedel under de senaste decennierna. För skolans del gick målstyrningen hand i hand med marknadsutsättningen: staten satte målen – i synnerhet kraven för ”godkänd” – och lät sedan skolorna bestämma hur de skulle uppnås. Men målstyrning är ett på samma gång tydligt och diffust begrepp. Och trots att reformen knappast har levt upp till förhoppningarna, förblir målstyrningen en grundbult i skolpolitiken.

    Riksbankens Jubileumsfond publicerar under 2024 en samling essäer på temat Misslyckat? Utbildningsforskaren Magnus Hultén skriver om målstyrningens avigsidor i skolan.

  • 30. Order onlineBuy this publication >>
    Hultén, Magnus
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Naturens kanon: formering och förändring av innehållet i folkskolans och grundskolans naturvetenskap 1842–20072008Doctoral thesis, monograph (Other academic)
    Abstract [en]

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

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

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

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

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    Naturens kanon: formering och förändring av innehållet i folkskolans och grundskolans naturvetenskap 1842–2007
  • 31.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap2015In: Utbildningshistoria: en introduktion / [ed] Esbjörn Larsson, Johannes Westberg, Lund: Studentlitteratur AB, 2015, 2, p. 271-284Chapter in book (Other academic)
  • 32.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap2011In: Utbildningshistoria: en introduktion / [ed] Westerberg, J & Larsson, E, Lund: Studentlitteratur, 2011, p. 235-247Chapter in book (Refereed)
  • 33.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Samtidsidéer i läroböcker: exemplet folkskolans och grundskolans naturvetenskap 1842–20072009In: Norsk Lærebokhistorie II: en kultur- og danningshistorie / [ed] Skjelbred, D. & Aamotsbakken, B., Oslo: Novus Forlag, 2009, p. 61-82Chapter in book (Other academic)
  • 34.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Scientists, teachers and the 'scientific' textbook: Interprofessional relations and the modernisation of elementary science textbooks in 19th century Sweden2016In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 2, p. 143-168Article in journal (Refereed)
    Abstract [en]

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

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  • 35.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Striden om den goda skolan: hur kunskapsfrågan enat, splittrat och förändrat svensk skola och skoldebatt2019 (ed. 1)Book (Other academic)
    Abstract [sv]

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

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

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

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    Striden om den goda skolan: Hur kunskapsfrågan enat, splittrat och förändrat svensk skola och skoldebatt
  • 36.
    Hultén, Magnus
    School of Education and Communication in Engineering Science, KTH, Royal Institute of Technology, Stockholm, Sweden.
    Technology as the language of schooling: utopian visions of technology in Swedish general education in the 1960s2013In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, no 3, p. 581-595Article in journal (Refereed)
    Abstract [en]

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

  • 37.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Technology for all: turning a keyword into a school subject in post-war Sweden2013In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 42, no 5, p. 622-637Article in journal (Refereed)
    Abstract [en]

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

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  • 38.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik för alla: efterkrigstidens skolreformer och det nya skolämnet Teknik2013In: Teknik som kunskapsinnehåll i svensk skola 1842-2010 / [ed] Jonas Hallström, Magnus Hultén, Daniel Lövheim, Hedemora: Gidlunds förlag, 2013, 1, p. 169-214Chapter in book (Other academic)
    Abstract [sv]

    Teknikens kunskapshistoria är för många en historia om svenska uppfinnare, tillämpad naturvetenskap och ingenjörsutbildning. I den här antologin riktas istället blicken mot de bredare lagren av samhället, mot folkskola, grundskola och yrkesskolor och det tekniska kunskapsinnehåll som behandlats där. Hur har man sett på den tekniska kunskapens roll i dessa utbildningsformer och hur har den förändrats?

    I boken presenteras forskning om det tekniska kunskapsinnehållet i svensk skola mellan 1842 och 2010  både i form av spridda inslag av teknikinnehåll och som ett ämne med namnet Teknik. Några återkommande mönster i denna utveckling identifieras, vilka alla på ett eller annat sätt kan sägas ha varit styrande för hur aktörer har besvarat grundläggande frågor om teknikinnehållet i skolan under undersökningsperioden. Frågorna har rört motiven för teknisk kunskap och vilken typ av teknik som är viktigast, men också dess gränser, utseende och upptagningsområde.

  • 39.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknikdidaktik och tekniklärarutbildning vid Stockholms universitet: problem och möjligheter i historisk och nationell belysning2010Report (Other academic)
  • 40.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Yrkesämnet som blev obligatoriskt2011In: Vägval i skolans historia, ISSN 1652-0610, no 1Article in journal (Other academic)
  • 41.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Artman, Henrik
    Royal Institute of Technology, Sweden.
    House, David
    Royal Institute of Technology, Sweden.
    A model to analyse students’ cooperative idea generation in conceptual design2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 2, p. 451-470Article in journal (Refereed)
    Abstract [en]

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

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  • 42.
    Hultén, Magnus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Berg, Astrid
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science.
    Danielsson, Kristina
    Linnéuniversitetet, Växjö, Sverige.
    Eriksson, Inger
    Stockholms universitet, Stockholm, Sverige.
    Animerad kemi: Elever i grundskolans tidiga år förklarar kemiska samband2020Book (Other academic)
    Abstract [sv]

    Kemi har under stora delar av 1900-talet varit ett ämne som elever tidigast mötte i årskurs 5. Då behandlades ofta fenomen som smältning, stelning, kokning och avdunstning. Dessutom studerades egenskaper hos luft och vatten. Att elever innan de börjar högstadiet skulle resonera kring dessa fenomen i termer av vad som sker på submikronivå, med hjälp av antaganden om enkla partikelmodeller, har aldrig varit ett uttalat mål för undervisningen i kemi förrän introduktionen av Lgr 11. I den här studien har en grupp bestående av två lärare, en rektor och fyra forskare utformat och genomfört undervisning om egenskaper hos luft samt fenomenen smältning och stelning med elever i årskurs 3 och 4. Eleverna har inte bara beskrivit det som skett med egna ord, utan också lärt sig att beskriva det som sker på submikronivå i ord och bild. För att kunna göra detta har de, tillsammans med läraren, utvecklat enkla partikelmodeller. Projektet har kallats "Animerad kemi” och är ett forskningsprojekt finansierat av Skolforskningsinstitutet.

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  • 43.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Björkholm, Eva
    KTH Royal Institute of Technology, Stockholm, Sweden .
    Epistemic habits: Primary school teachers’ development of pedagogical content knowledge (PCK) in a design-based research project2016In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 26, no 3, p. 335-351Article in journal (Refereed)
    Abstract [en]

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

  • 44.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Christian, Lundahl
    Institutionen för humaniora, utbildnings- och samhällsvetenskap , Örebro Universitet.
    Betyg och bedömning i en marknadsutsatt skola2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt och Andreas Fejes, Lund: Studentlitteratur AB, 2018, 1, p. 261-280Chapter in book (Other academic)
  • 45.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Hallström, Jonas
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Inledning: Tema: "Skolans digitalisering"2019In: Vägval i skolans historia, ISSN 2002-0147, no 1Article in journal (Other (popular science, discussion, etc.))
  • 46.
    Hultén, Magnus
    et al.
    Linköping University, Faculty of Educational Sciences.
    Ideland, Malin
    Malmö universitet.
    Skolan som ideologiskt slagfält2020In: Perspektiv på skolans problem: vad säger forskningen? / [ed] Andreas Fejes, Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020, Vol. Sidorna 39-54, p. 39-53Chapter in book (Other academic)
    Abstract [en]

    En av skolans stora utmaningar är att leva och verka i den politiska korselden. I detta kapitel kommer vi därför att beskriva en ideologisk klyfta i svensk skolpolitik som inte tillräckligt uppmärksammats. Det är inte en klassisk konflikt mellan höger och vänster, utan en mellan konservatism och nyliberalism. Konflikten speglar ett nytt politiskt landskap som kan förstås utifrån den politiska GAL-TAN-skalan (Grön Alternativ Libertär - Traditionell Auktoritär Nationalistisk). Efter en beskrivning av problematiken och vår metod beskriver vi de båda positionerna konservatism och nyliberalism var för sig. Därefter visar vi på likheter och skillnader mellan dem. Avslutningsvis pekar vi på skolans utmaningar då båda dessa ideologier under de senaste åren haft stort inflytande på skolan i faktiska - men ideologiskt motstridiga - reformer. Vi kommer påstå att det är ett problem att lärare och skolledare lämnas att hantera högerns konflikter och motstridiga reformer i sin praktik.

  • 47.
    Hultén, Magnus
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Jarning, Harald
    University of Oslo, Norway.
    Kristensen, Jens Erik
    Aarhus University, Denmark.
    From Knowledge to Skills and Competence: Epistemic Reconfiguration in Nordic Basic Education,1980–20202022In: The Nordic Education Model in Context: Historical Developments and Current Renegotiations / [ed] Daniel Tröhler, Bernadette Hörmann, Sverre Tveit, Inga Bostad, New York: Routledge, 2022, 1, p. 237-254Chapter in book (Refereed)
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  • 48.
    Hultén, Magnus
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Larsson, Bo
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The Flipped Classroom: Primary and Secondary Teachers’ Views on an Educational Movement in Schools in Sweden Today2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 433-443Article in journal (Refereed)
    Abstract [en]

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

  • 49.
    Linderoth, Cornelia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Hultén, Magnus
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Stenliden, Linnéa
    Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
    Competing visions of artificial intelligence in education-A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines2024In: Policy Futures in Education, E-ISSN 1478-2103Article in journal (Refereed)
    Abstract [en]

    The rapid advancement of artificial intelligence (AI) in education necessitates a shared understanding of its intended purpose and societal implications. This paper underscores the significance of societal perspectives in AI and education, often overshadowed by technological aspects. At the same time, policy guidelines for the integration of AI technology within educational systems are playing a pivotal role in shaping the future of education. What we as society imagine AI and education to be, will in some shape or form lead the development of suggested fixes. The aim is to aid the understanding of why and how visions of learning and education are framed in relation to developments in Educational Technology (EdTech) and their introduction in education. It thereby contributes to the ongoing discussion on the integration of AI in education and its potential societal impacts.

  • 50.
    Lundahl, Christian
    et al.
    Institutionen för humaniora, utbildnings- och samhällsvetenskap, Örebro universitet.
    Hultén, Magnus
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Klapp, Alli
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Mickwitz, Larissa
    Institutionen för språkdidaktik, Stockholms universitet.
    Betygens geografi: forskning om betyg och summativa bedömningar i Sverige och internationellt. Delrapport från skolforsk-projektet2015Report (Other academic)
    Abstract [en]

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

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

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

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

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

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

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

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

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

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

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