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Engström, S., Björkholm, E. & Norström, P. (2017). A project about materials as subject content within technology education. Paper presented at XVII IOSTE. The proceedings of the XVII IOSTE Symposium released in journal ‘Conexão Ciência’. Conexão Ci. | Formiga/MG, 12(2), 8-14
Open this publication in new window or tab >>A project about materials as subject content within technology education
2017 (English)In: The proceedings of the XVII IOSTE Symposium released in journal ‘Conexão Ciência’. Conexão Ci. | Formiga/MG, E-ISSN 1980-7058, Vol. 12, no 2, p. 8-14Article in journal (Refereed) Published
Abstract [en]

Within technology education in compulsory school in Sweden, materials are part of the core contents. What kinds of materials, and which characteristics that should be highlighted is open to interpretation. The study includes three sub-studies: 1/ An analysis of classroom activities during two lessons about materials in primary school, 2/ A Delphi study (Osborne et al. 2003) with experts on materials to gather their thoughts about materials in elementary technology education, and 3/ A review of text books. The purpose of this study is to put light on the field of materials as a content area by investigating what aspects of materials are highlighted in the three contexts. Two teaching sessions were video recorded. The data analysis focused on the content highlighted by teachers and students. Results suggest that the teachers and students highlight different aspects of materials. Nine experts participated in the first round of the Delphi study. All data were coded reflexively and iteratively. Results indicate the following major categories of material-related subject content: materials’ usage, groups of materials, properties, creation and refinement, environmental aspects, and modern materials. The themes identified in the study could be seen as limited and concretized set of content, and thereby a guiding tool for technology teachers.

Place, publisher, year, edition, pages
Brasilien: , 2017
Keywords
technology education; materials; subject content; classroom; experts; text books
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-221737 (URN)
Conference
XVII IOSTE
Note

QC 20180206

Available from: 2018-01-24 Created: 2018-01-24 Last updated: 2018-02-06Bibliographically approved
Engström, S. & Björkholm, E. (2017). DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?. In: : . Paper presented at ESERA 2017.
Open this publication in new window or tab >>DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Knowledge linked to programming has recently been extensively strengthened in curricula and syllabi in the Swedish compulsory school. The introduction of this new content requires that teachers have to be trained in programming and programming teaching. The aim of this study is to investigate what content and values that emerge as important in a professional development course and in the participating teachers’ teaching in their classrooms. Data was collected by observation of the teaching sessions within the course as well as in three of the teachers´ teaching, where notes were made continuously. By using a discourse analytical perspective, content and values that emerged as important within the teaching were identified. The findings show that the content knowledge in the teacher training course is taken for granted within the school context, as well as in itself. In addition, normative values and steering strategies have been identified within the teacher training course. In the classroom studies, similar values were identified among the teachers. A potential problem within the teaching practice was found in terms of a lack of progression of the content related to programming, as well as difficulties in relating the use of programming to relevant contexts.

National Category
Didactics Didactics
Identifiers
urn:nbn:se:kth:diva-221739 (URN)
Conference
ESERA 2017
Note

QC 20180206

Available from: 2018-01-24 Created: 2018-01-24 Last updated: 2018-02-06Bibliographically approved
Engström, S., Björkholm, E. & Norström, P. (2016). A project about materials as subject content within technology education.. In: : . Paper presented at XVII IOSTE SYMPOSIUM, Braga, Portugal, from 11th to 16th July 2016, organized by CIEC-UMINHO (Research Centre for Child Studies of Minho University).
Open this publication in new window or tab >>A project about materials as subject content within technology education.
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-205681 (URN)
Conference
XVII IOSTE SYMPOSIUM, Braga, Portugal, from 11th to 16th July 2016, organized by CIEC-UMINHO (Research Centre for Child Studies of Minho University)
Note

QC 20170425

Available from: 2017-04-21 Created: 2017-04-21 Last updated: 2017-04-25Bibliographically approved
Engström, S. & Björkholm, E. (2016). En diskursanalytisk studie av programmering som innehåll i grundskolans teknikämne. In: : . Paper presented at FND 9-10 november 2016 Högskolan i Dalarna.
Open this publication in new window or tab >>En diskursanalytisk studie av programmering som innehåll i grundskolans teknikämne
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-205684 (URN)
Conference
FND 9-10 november 2016 Högskolan i Dalarna
Note

QCR 20170425

Available from: 2017-04-21 Created: 2017-04-21 Last updated: 2017-04-25Bibliographically approved
Björkholm, E. (2016). En studie av progression i tekniskt kunnande. In: Studier av kunnande och undervisningspraktiker inom praktiska och estetiska skolämnen.: . Paper presented at Nationell ämnesdidaktisk konferens, NÄD 2016: Ämnesdidaktiska broar, 19-21 april 2016, Malmö Högskola..
Open this publication in new window or tab >>En studie av progression i tekniskt kunnande
2016 (Swedish)In: Studier av kunnande och undervisningspraktiker inom praktiska och estetiska skolämnen., 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

I teknikämnets kursplan i Lgr 11 läggs fokus på egna konstruktioner där eleverna tillämpar tekniska principer av olika slag, exempelvis enkla mekanismer och hållfasta och stabila strukturer. Ämnets undervisningspraktik domineras av praktiska moment i form av konstruktionsarbeten enligt Skolinspektionens kvalitetsgranskning av teknikundervisningen (2014). I granskningen ses även flera exempel på att samma elever flera gånger under sin grundskoletid får identiska konstruktionsuppgifter. Det saknas således en progression i uppgifternas innehåll i relation till elevernas kunskapsutveckling. Dessutom finns en otydlighet kring uppgifternas syfte, dvs. vilket slags teknikkunnande som aktiviteterna skall ge eleverna möjlighet att utveckla.  Syftet med studien är att undersöka progressionen så som det kommer till uttryck i praktiskt konstruktionsarbete inom ramen för grundskolans teknikämne. Studien utgår från tidigare forskning (Björkholm 2015) som undersökt kunnande i relation till konstruktionsarbete på lågstadiet.

I studien kommer vi att undersöka vari progressionen i att kunna konstruera tekniska lösningar i grundskolans låg-, mellan- och högstadium består. Kvalitativa skillnader i kunnandet studeras dels mellan olika elever på samma stadium, dels mellan elevgrupper på olika stadier. Därtill undersöks hur den praktiska uppgiften förändras mellan olika stadier. Metoderna för insamling av data utgörs främst av videoobservationer och intervjuer. Genom att identifiera aspekter som är nödvändiga att urskilja för ett specifikt kunnande, kan skillnader mellan olika kunnanden beskrivas. På så sätt kan progressionen i kunnandet beskrivas mer detaljerat i termer av innehållsliga aspekter.

National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-185552 (URN)
Conference
Nationell ämnesdidaktisk konferens, NÄD 2016: Ämnesdidaktiska broar, 19-21 april 2016, Malmö Högskola.
Note

QC 20160425

Available from: 2016-04-22 Created: 2016-04-22 Last updated: 2016-04-25Bibliographically approved
Hultén, M. & Björkholm, E. (2016). Epistemic habits: primary school teachers' development of pedagogical content knowledge (PCK) in a design-based research project. International journal of technology and design education, 26(3), 335-351
Open this publication in new window or tab >>Epistemic habits: primary school teachers' development of pedagogical content knowledge (PCK) in a design-based research project
2016 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 26, no 3, p. 335-351Article in journal (Refereed) Published
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 designbased 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.

Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2016
Keywords
Design-based research, Elementary school, Technology education
National Category
Didactics
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-172429 (URN)10.1007/s10798-015-9320-5 (DOI)000386115700002 ()2-s2.0-84931364592 (Scopus ID)
Note

QC 20161117

Available from: 2015-08-23 Created: 2015-08-23 Last updated: 2017-12-04Bibliographically approved
Björkholm, E., Andrée, M. & Carlgren, I. (2016). Exploring technical knowledge in the primary technology classroom. Australasian Journal of Technology Education, 1
Open this publication in new window or tab >>Exploring technical knowledge in the primary technology classroom
2016 (English)In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 1Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.

Place, publisher, year, edition, pages
Waikato, New Zealand: University of Waikato, 2016
Keywords
Technology education, primary school, technical knowledge, technical content
National Category
Didactics
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-188403 (URN)
Note

QC 20160615

Available from: 2016-06-09 Created: 2016-06-09 Last updated: 2016-06-15Bibliographically approved
Björkholm, E. & Kilbrink, N. (2015). Focusing on a specific learning content in primary technology education. In: Marjolaine Chatoney (Ed.), 29th PATT Conference : Plurality and Complementarity of Approachers in Design and technology Education: Plurality and Complementarity of Approaches in Design adn Technology Education. Paper presented at PATT 29 Marseille, France 7-10 april 2015 (pp. 55-60). Marseille, France: Presses Universitaires de Provence
Open this publication in new window or tab >>Focusing on a specific learning content in primary technology education
2015 (English)In: 29th PATT Conference : Plurality and Complementarity of Approachers in Design and technology Education: Plurality and Complementarity of Approaches in Design adn Technology Education / [ed] Marjolaine Chatoney, Marseille, France: Presses Universitaires de Provence , 2015, p. 55-60Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we discuss findings from two previous studies in technology education using the Learning study model and the Variation theory of learning. The Learning study is a collaborative approach where teachers and researchers work together in the classroom with the aim to enhance students’ learning concerning a specific content. In a Learning study, focus is on a specific “object of learning”, i.e. what the students are expected to learn. The aim of this paper is to show what knowledge concerning specific objects of learning in technology education is generated in a Learning study and to discuss the potential contribution of this knowledge to technology teaching practice. We will provide examples from two Learning studies conducted in primary technology education in Sweden. The findings from the studies are of two kinds; identified aspects of the object of learning that are critical in order to learn, and aspects that could be referred to the teaching of the specific content.

Place, publisher, year, edition, pages
Marseille, France: Presses Universitaires de Provence, 2015
Keywords
design-based research, Learning study, primary school, technology education, variation theory
National Category
Didactics
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-164191 (URN)978-2-85399-994-6 (ISBN)
Conference
PATT 29 Marseille, France 7-10 april 2015
Note

QC 20150419

Available from: 2015-04-14 Created: 2015-04-14 Last updated: 2015-11-30Bibliographically approved
Björkholm, E. (2015). Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism. NorDiNa: Nordic Studies in Science Education, 11(1), 35-53
Open this publication in new window or tab >>Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism
2015 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, p. 35-53Article in journal (Refereed) Published
Abstract [en]

This study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement.

Place, publisher, year, edition, pages
Naturfagsenteret, 2015
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-162938 (URN)
Note

QC 20150327

Available from: 2015-03-26 Created: 2015-03-26 Last updated: 2017-12-04Bibliographically approved
Björkholm, E., Carlgren, I., Ahlstrand, P. & Nyberg, G. (2015). The meaning of knowing what is to be known. Éducation & didactique, 9(1), 143-160
Open this publication in new window or tab >>The meaning of knowing what is to be known
2015 (English)In: Éducation & didactique, ISSN 1956-3485, Vol. 9, no 1, p. 143-160Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Rennes: Presses Universitaires de Rennes, 2015
Keywords
subject specific knowing, learning object, learning study, phenomenography
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-168094 (URN)
Note

QC 20150623

Available from: 2015-05-26 Created: 2015-05-26 Last updated: 2015-06-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5477-7048

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