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Publications (10 of 10) Show all publications
Mellander, E. & Svärdh, J. (2018). Context and Implications Document for: Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme. REVIEW OF EDUCATION, 6(2), 142-145
Open this publication in new window or tab >>Context and Implications Document for: Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme
2018 (English)In: REVIEW OF EDUCATION, ISSN 2049-6613, Vol. 6, no 2, p. 142-145Article in journal, Editorial material (Other academic) Published
Abstract [en]

This guide accompanies the following article: Mellander, E. & Svardh, J. 2018 Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme. Review of Education,

Place, publisher, year, edition, pages
WILEY, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-231200 (URN)10.1002/rev3.3111 (DOI)000434421800002 ()
Note

QC 20180629

Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2018-06-29Bibliographically approved
Mellander, E. & Svärdh, J. (2018). Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme. REVIEW OF EDUCATION, 6(2), 103-141
Open this publication in new window or tab >>Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme
2018 (English)In: REVIEW OF EDUCATION, ISSN 2049-6613, Vol. 6, no 2, p. 103-141Article in journal (Refereed) Published
Abstract [en]

We evaluate the effects of participation in the Swedish version of the Science and Technology for Children Program on content and process skills in sciences, in grade 9. The Swedish version, called Natural Sciences and Technology for All (NTA), is predominantly employed in grades 1-6. Our outcome measures are scores and grades on nationwide standardised tests, and course grades, in biology, chemistry and physics, for the years 2009 and 2010. A nationally representative random sample of almost 16,000 test-taking students is coupled with multi-level information about the NTA, and background factors. Non-random selection into the programme is addressed by propensity score analysis. The matched sample has almost maximum common support and is well behaved in terms of propensity scores. Accounting for selection is shown to be very important. We find significantly positive effects on national test scores (effect size 0.24) and national test grades for physics, but not for biology and chemistry. With respect to course grades, we find no significant effects at all. We consider explanations for the differences in the estimated effects across science subjects and between types of outcome variables, i.e. national standardised tests versus course grades.

Place, publisher, year, edition, pages
WILEY, 2018
Keywords
programme evaluation, propensity score matching, national standardised tests
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-231199 (URN)10.1002/rev3.3109 (DOI)000434421800001 ()
Note

QC 20180720

Available from: 2018-07-20 Created: 2018-07-20 Last updated: 2018-07-20Bibliographically approved
Gumaelius, L., Hartell, E., Svärdh, J., Skogh, I.-B. & Buckley, J. (2018). Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention. International journal of technology and design education, 29(4), 739-758
Open this publication in new window or tab >>Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention
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2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 4, p. 739-758Article in journal (Refereed) Published
Abstract [en]

In Sweden, there have been multiple large scale interventions to support compulsory school teachers generally and within specific subjects. Due to the costs associated with such interventions it is critical that interim evaluation measures exist which can indicate potential success. Additionally, evaluation measures which can measure the actual impact of interventions relative to their intended aim are also needed as validation tools. The Swedish regional 'Tekniklyftet' or 'Boost of Technology' project which ran from 2011 to 2013 is presented here as a case study exploring evaluation measures for educational interventions in technology education. Three different evaluation approaches were used as measures of the intended outcomes of the intervention. These included (1) analysing the preconditions which exist in schools for teachers of Technology, (2) analysing the use of local long term technology education planning documents (school work plans) developed during the intervention, and (3) analysing the potential change over time in student performance in Technology based on national grades at the end of compulsory school. The findings gained from each approach indicate that the Boost of Technology project was a success. However, there were shortcomings associated with each approach. They are therefore discussed in the Swedish context with the intention to support future international stakeholders in the evaluation of interventions aspiring to develop technology education.

Place, publisher, year, edition, pages
Springer, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-235780 (URN)10.1007/s10798-018-9470-3 (DOI)000483645100007 ()2-s2.0-85054537034 (Scopus ID)
Note

QC 20181008

Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2019-09-27Bibliographically approved
Hartell, E., Gumaelius, L. & Svärdh, J. (2015). Investigating technology teachers’ self-efficacy on assessment. International journal of technology and design education, 25(3), 321-337
Open this publication in new window or tab >>Investigating technology teachers’ self-efficacy on assessment
2015 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 25, no 3, p. 321-337Article in journal (Refereed) Published
Abstract [en]

This study explores possible differences in the views on assessment between two groups of teachers teaching technology in compulsory school: 1) teachers with subject-specific teacher training in technology education; and 2) teachers without such training. This topic is of particular interest because of the recent changes in the regulations that govern compulsory schools in Sweden, such that only certified teachers now will be permitted to teach and assign grades, despite the clear lack of certified teachers in technology education. The study is situated in two fields of interest—technology education and assessment. Both topics are highly relevant, especially in combination, because previous research on teachers’ assessment practices in technology is rare. In this study, the goal is to contribute to deepening the understanding of how subject-specific teacher training affects teachers’ ability to assess students’ knowledge while maintaining alignment with stated regulations. The results show significant difference between these two groups’ use of curriculum documents as the basis of their teaching and their self-efficacy in assessing student’s knowledge in technology. The results suggest interesting possibilities for curriculum alignment and indicate that the opportunities for student learning increase according to whether teachers are specifically trained in the subject. 

Place, publisher, year, edition, pages
Springer Publishing Company, 2015
Keywords
Assessment, Certified teacher, Compulsory schooling, Self-efficacy, Teacher education, Teacher training, Technology education, Bedömning, lärarutbildning, lärarlegitimation, utbildade lärare, självbild, grundskola, teknikundervisning, vurdering, lærer, lærerutdanning, teknologi utdanning
National Category
Engineering and Technology
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-152549 (URN)10.1007/s10798-014-9285-9 (DOI)000357342400002 ()2-s2.0-84957975860 (Scopus ID)
Note

Updated from Accepted to Published. QC 20150707

Available from: 2014-09-29 Created: 2014-09-29 Last updated: 2017-12-05Bibliographically approved
Svärdh, J. (2013). Measuring long-term effects of a school improvement initiative. (Licentiate dissertation). Stockholm: KTH Royal Institute of Technology
Open this publication in new window or tab >>Measuring long-term effects of a school improvement initiative
2013 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

There is a growing demand for studies applying quantitative methods to large-scale data sets for the purpose of evaluating the effects of educational reforms (UVK, 2010). In this thesis the statistical method, Propensity Score Analysis (PSA), is presented and explored in the evaluating context of an extensive educational initiative within science and technology education; the Science and Technology for All-program (NTA). The research question put forward reads; under what conditions are PSA-analyses a useful method when measuring the effects from a school improvement initiative in S & T?

The study considers the use of PSA when looking for long-term effects that could be measured, what to take into consideration to be able to measure this, and how this could be done. The baseline references (outcome variables) used in order to measure/evaluate the long-term effects from the studied program is students’ achievements in the national test (score and grades) and their grades in year 9. Some findings revealed regarding the object of study (long-term effects from using NTA) are also presented.

The PSA method is found to be a useful tool that makes it possible to create artificial control groups when experimental studies are impossible or inappropriate; which is often the case in school education research. The method opens up for making use of the rich source of registry data gathered by authorities. PSA proves reliable and relatively insensitive to the effects of covariates and heterogeneous effecter if the number of samples is large enough. The use of PSA (or other statistical methods) also makes it possible to measure outcomes several years after treatment. There are issues of concern when using PSA. One is the obvious demand for organized collection of measurement data. Another issue of concern is the choice of outcome variables. In this study the chosen outcome variables (pupils’ score and grading in national tests and grades in year 9) open up for discussions regarding aspects that might not be reflected/measured in national tests and/or teachers’ grading. Findings regarding the long-term effects from using NTA) show significantly positive effects in physics on test scores (average increase 16.5%) and test grades, but not in biology and chemistry. In this study no significant effects are found for course grades. PSA approach has proved to be a reliable method. There is however a limitation in terms of the method's ability to capture more subtle aspects of learning. A combination of quantitative and qualitative approach when studying long-term effects from educational intervention is therefore suggested.

Place, publisher, year, edition, pages
Stockholm: KTH Royal Institute of Technology, 2013. p. 56
Series
Trita-ECE ; 2013:02
Keywords
Propensity Score Analysis (PSA), effect study, quantitative evaluation, educational intervention, compulsory school, Science and Technology for All Initiative, representative sample, non-random selection, multi-level modelling, post-matching multivariate regression
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-133998 (URN)978-91-7501-928-4 (ISBN)
Presentation
2013-12-03, Sydöstra Galleriet, Biblioteket, Osquars backe, KTH, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note

QC 20131120

Available from: 2013-11-20 Created: 2013-11-14 Last updated: 2013-11-20Bibliographically approved
Gumaelius, L., Hartell, E. & Svärdh, J. (2013). Teachers’ views regarding assessment in technology education. In: P John Williams (Ed.), Technology Education for the Future: A Play on Sustainability: . Paper presented at PATT 27, Technology Education for the Future—A Play on Sustainability, 2-6 Dec 2013, Christchurch, New Zealand (pp. 196-205). Waikato: University of Waikato
Open this publication in new window or tab >>Teachers’ views regarding assessment in technology education
2013 (English)In: Technology Education for the Future: A Play on Sustainability / [ed] P John Williams, Waikato: University of Waikato , 2013, p. 196-205Conference paper, Published paper (Refereed)
Abstract [en]

Numerous studies have demonstrated that there is a lack of certified technology teachers in Swedish schools.

In this study we explore possible differences between teachers with and without subject-specific education in technology didactics. The research question highlights to what extent teachers with subject-specific training (1) are using steering documents and (2) assessing students differently compared to teachers without academic subject-specific training. The collected data consists of a survey within a large teacher-training project ‘Tekniklyftet’, a technology initiative in which 28 schools in the Stockholm area have signed up for an ambitious technology education development program in their school.

The results show that teachers with subject-specific training perceive themselves as more secure in their professional (technology) teacher role and express greater confidence in how to assess pupils in the subject of technology and also in how to use steering documents compared to non-subject specific trained teachers. 

Place, publisher, year, edition, pages
Waikato: University of Waikato, 2013
Keywords
assessment, teacher training, technology education, bedömning, lärarutbildning, teknikundervisning, teknikdidaktik
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-138131 (URN)978-0-9922497-2-4 (ISBN)
Conference
PATT 27, Technology Education for the Future—A Play on Sustainability, 2-6 Dec 2013, Christchurch, New Zealand
Projects
Tekniklyftet
Note

QC 20140129

Available from: 2013-12-18 Created: 2013-12-18 Last updated: 2015-03-04Bibliographically approved
Hartell, E. & Svärdh, J. (2013). Tekniklyftet: delrapport I.
Open this publication in new window or tab >>Tekniklyftet: delrapport I
2013 (Swedish)Report (Other academic)
Abstract [sv]

Teknikämnet har i tidigare rapporter visat sig ha en svag ställning och många lärare som undervisar i teknik saknar ämnesbehörighet. Ett nytt regelverk signalerar en striktare syn på behörighet och från 2015 kommer lärare som saknar utbildning i exempelvis teknik vare sig få undervisa eller sätta betyg i ämnet. Tekniklyftet är ett pågående projekt som drivs i Vetenskapens hus regi. Projektet finansieras av Europeiska socialfonden. Satsningen omfattar 28 högstadieskolor i Stockholmsregionen. Projektets målsättning är att stärka teknik ämnet och öka tekniklärarnas kompetens och därmed stärka deras anställningsbarhet. I denna rapport presenteras utgångspunkten för projektet Tekniklyftet.

Rapporten bygger på (1) data insamlade med hjälp av en enkät som deltagarna i projektet besvarade i starten av projektet (deltagarnas uppfattning och praktik) och (2) officiella dokument som har studerats i syfte att beskriva startpunkten/ utgångsläget för projektet.

Resultaten bekräftar att flertalet lärare saknar behörighet i teknik och därmed riskerar att förlora sitt arbete. Resultaten visar också att de som har läst ämnet på högskolan har endast ett fåtal poäng och inte uppfyller de nya kraven. Resultaten kompletterar tidigare resultat genom att dels jämföra lärare som har utbildning i ämnet teknik med dem som inte har samt sätta det i jämförelse med andra ämnen. Jämförelserna visar på skillnader mellan grupperna vad gäller uppfattning kring teknik, teknikämnet, bedömning och undervisningsmöjligheter. Resultaten indikerar även en större osäkerhet generellt bland personer som saknar utbildning i teknik jämfört med andra kategorier.

Keywords
teknikundervisning, lärarutbildning, fortbildning, uppföljning, Tekniklyftet
National Category
Engineering and Technology
Identifiers
urn:nbn:se:kth:diva-139065 (URN)
Note

QC 20140129

Available from: 2014-01-02 Created: 2014-01-02 Last updated: 2015-03-04Bibliographically approved
Hartell, E. & Svärdh, J. (2012). Unboxing technology education part I – Starting point. In: Thomas Ginner, Jonas Hallström, Magnus Hultén (Ed.), Conference proceedings - PATT 26 Conference - Linköping University: . Paper presented at PATT 26 Conference, Technology Education in the 21st Century, Stockholm, Sweden, 26-30 June, 2012 (pp. 211-222). Linköping University Electronic Press
Open this publication in new window or tab >>Unboxing technology education part I – Starting point
2012 (English)In: Conference proceedings - PATT 26 Conference - Linköping University / [ed] Thomas Ginner, Jonas Hallström, Magnus Hultén, Linköping University Electronic Press, 2012, p. 211-222Conference paper, Published paper (Refereed)
Abstract [en]

The Boost for Technology (Tekniklyftet) is an on-going education program run by the House of Science (Vetenskapens Hus) and financed by ESF (European Social Fund) involving 28 secondary schools within the Stockholm region. The goal is to enhance the technology teachers’ competence as well as strengthen the technology subject. In what way does this intervention influence the teachers’ work with technology education?

A pre-test questionnaire has been launched in order to collect data concerning views and practice as well as official documents have been studied in order to find the starting points of the project. This paper will provide descriptions concerning the starting points.

Place, publisher, year, edition, pages
Linköping University Electronic Press, 2012
Keywords
technology education, teacher training, follow-up, teknikundervisning, tekniklyftet, lärarutbildning
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-104451 (URN)978-91-7519-849-1 (ISBN)
Conference
PATT 26 Conference, Technology Education in the 21st Century, Stockholm, Sweden, 26-30 June, 2012
Note

QC 20130103

Available from: 2012-12-17 Created: 2012-11-02 Last updated: 2015-03-13Bibliographically approved
Mellander, E. & Svärdh, J. Inquiry-based learning put to test: Long-term effects of the Swedish Science and Technology for Children program.
Open this publication in new window or tab >>Inquiry-based learning put to test: Long-term effects of the Swedish Science and Technology for Children program
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-134213 (URN)
Note

QS 2013

Available from: 2013-11-20 Created: 2013-11-20 Last updated: 2013-11-20Bibliographically approved
Svärdh, J. To use or not to use a teacher support program.
Open this publication in new window or tab >>To use or not to use a teacher support program
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-134212 (URN)
Note

QS 2013

Available from: 2013-11-20 Created: 2013-11-20 Last updated: 2013-11-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6982-7116

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