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Fahrman, B., Norström, P., Gumaelius, L. & Skogh, I.-B. (2019). Experienced technology teachers' teaching practices. International journal of technology and design education
Open this publication in new window or tab >>Experienced technology teachers' teaching practices
2019 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Epub ahead of print
Abstract [en]

Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
technology education, experienced teachers, teachers' practice, PCK, lower secondary school
National Category
Didactics
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-246074 (URN)10.1007/s10798-019-09494-9 (DOI)2-s2.0-85060727852 (Scopus ID)
Note

QC 20190318

Available from: 2019-03-12 Created: 2019-03-12 Last updated: 2019-05-10Bibliographically approved
Rosén, A., Edström, K., Grøm, A., Gumaelius, L., Munkebo Hussmann, P., Högfeldt, A.-K., . . . Fruergaard Astrup, T. (2019). Mapping the CDIO Syllabus to the UNESCO key competencies for sustainability. In: Proceedings of the 15th International CDIO Conference, Aarhus University, June 25-27, 2019: . Paper presented at the 15th International CDIO Conference, Aarhus University, June 25-27, 2019.
Open this publication in new window or tab >>Mapping the CDIO Syllabus to the UNESCO key competencies for sustainability
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2019 (English)In: Proceedings of the 15th International CDIO Conference, Aarhus University, June 25-27, 2019, 2019Conference paper, Published paper (Refereed)
Abstract [en]

In this paper a framework of key competencies for sustainability defined by UNESCO is used to evaluate the relevance of the CDIO Syllabus for promoting engineering education for sustainable development. The evaluation is performed in two steps. First, topics, terms and concepts in the CDIO Syllabus that corresponds to the different UNESCO key competencies are identified. The second step is a qualitative discussion where areas of strong mapping are highlighted and aspects that could be better visualized or strengthened in, or added to, the Syllabus are identified. Differences in definitions of various concepts between the CDIO Syllabus and the UNESCO key competencies and the overall relation between the two frameworks are discussed. It is concluded that the CDIO Syllabus is rather well aligned with the UNESCO framework, however several opportunities (not to say needs) for strengthening the Syllabus in relation to the key competencies are identified. The UNESCO key competencies are found to be useful instruments for scrutinizing and updating the CDIO Syllabus. Other opportunities for knowledge and methods transfer between the Education for Sustainable Development (ESD) domain and the Engineering Education domain are identified. The paper is proposed to be used as basis for updating the CDIO Syllabus into a version 3.0 for maintaining its relevance in a changing world.

National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-257862 (URN)
Conference
the 15th International CDIO Conference, Aarhus University, June 25-27, 2019
Note

QC 20190909

Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2019-09-09Bibliographically approved
Seery, N., Gumaelius, L. & Pears, A. N. (2019). Multidisciplinary teaching: The emergence of an holistic STEM teacher. In: Proceedings - Frontiers in Education Conference, FIE: . Paper presented at 48th Frontiers in Education Conference, FIE 2018, 3 October 2018 through 6 October 2018. Institute of Electrical and Electronics Engineers Inc.
Open this publication in new window or tab >>Multidisciplinary teaching: The emergence of an holistic STEM teacher
2019 (English)In: Proceedings - Frontiers in Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc. , 2019Conference paper, Published paper (Refereed)
Abstract [en]

This full research paper approaches the teaching of STEM from a new multi-disciplinary perspective. While the importance of the STEM agenda is not in dispute, the plurality in treatment of STEM as individual subjects or disciplinary areas of study potentially limits the evolution of a new conception of STEM education. In this paper, determinist disciplined learning is challenged through the advocacy of a learning science agenda, which we argue from the perspective of modern teacher education.Unintentionally, our educational systems and structures can create a silo-effect, sometimes impeding the development of multi and trans-disciplinary competencies. This paper advances an argument for a conception of teacher education that supports the development of the holistic STEM teacher. Our conception of the holistic STEM educator revolves around central themes focused on building, manipulating and synthesising STEM specific attitudes, skills and knowledge. The proximal and distal effects are also considered in subsequent discussion.This paper does not propose a generalist teacher, as the significance of content knowledge as a critical component of teacher efficacy is not contested. On the contrary, it considers an unbounded and applied perspective to the treatment of STEM with implications for an enhanced comprehension of abstracted knowledge and support for a more robust construction of meaning. The vision of a STEM teacher is articulated with respect to position, treatment and competencies intending to qualify and sustain the STEM agenda through pragmatic action.

Place, publisher, year, edition, pages
Institute of Electrical and Electronics Engineers Inc., 2019
Keywords
Intellectual alignment, Professional competencies, STEM, Student learning, Teacher education
National Category
Didactics
Identifiers
urn:nbn:se:kth:diva-252226 (URN)10.1109/FIE.2018.8658552 (DOI)2-s2.0-85063460281 (Scopus ID)9781538611739 (ISBN)
Conference
48th Frontiers in Education Conference, FIE 2018, 3 October 2018 through 6 October 2018
Note

QC 20190611

Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2019-06-11Bibliographically approved
Doyle, A., Seery, N. & Gumaelius, L. (2019). Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice. British Educational Research Journal
Open this publication in new window or tab >>Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice
2019 (English)In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518Article in journal (Refereed) Published
Abstract [en]

Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.

Keywords
enacted practice; pedagogical content knowledge (PCK); teacher beliefs; methodological approach; technology education
National Category
Pedagogical Work Pedagogy Learning
Research subject
Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-252432 (URN)10.1002/berj.3524 (DOI)2-s2.0-85066010435 (Scopus ID)
Note

QC 20190603

Available from: 2019-05-28 Created: 2019-05-28 Last updated: 2019-06-03Bibliographically approved
Hartell, E., Doyle, A. & Gumaelius, L. (2019). Teachers’ attitudes towards teaching programming in Swedish Technology education.. In: Sarah Pulé & Marc J. de Vries (Ed.), Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019.. Paper presented at PATT 37, Pupils Attitudes Towards Technology (pp. 195-202). Msida, Malta: University of Malta
Open this publication in new window or tab >>Teachers’ attitudes towards teaching programming in Swedish Technology education.
2019 (English)In: Developing a knowledge economy trough technology and engineering education: PATT37, Msida, Malta. 3–6 June, 2019. / [ed] Sarah Pulé & Marc J. de Vries, Msida, Malta: University of Malta , 2019, p. 195-202Conference paper, Published paper (Refereed)
Abstract [en]

Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded with a lot of questions of how, when, what and by whom programming should be taught. It is acknowledged that teachers do not often have the content expertise or confidence in teaching ‘new’ topics as they are assigned to curricula. Previous research has explored this through the lens of teacher self-efficacy, where results have indicated that teachers’ self-efficacy in a particular area is important for creating effective learning opportunities for pupils in school. 

This paper reports on preliminary findings from an on-going project focusing on teacher self-efficacy in relation to the introduction of programming to the primary Technology curriculum. The projects’ objectives were to increase teachers' self-efficacy to teach programming in the Technology subject, and as a result of this, increase learning opportunities for the pupils. 

In order to be able to measure teachers’ development of self-efficacy towards teaching primary programming an instrument was developed based on an existing instrument used for measuring self-efficacy for science teaching. The Dimensions of Attitudes towards Programming (DAP) instrument was designed and piloted in two schools. The preliminary findings show that the DAP-instrument fulfilled its purpose within this project but needs to be further validated to become a valid instrument to measure teachers’ self-efficacy in programming in a broader sense. Two themes identified from the analysis are discussed in this paper; (1) a lack of confidence in teaching programming, which appeared to ultimately result in, (2) teachers’ questioning the why behind teaching programming in the Swedish primary school.

Place, publisher, year, edition, pages
Msida, Malta: University of Malta, 2019
Series
PATT proceedings
Keywords
programming, self-efficacy, Technology education, primary education, programmering, teknikämnet, self-efficacy, lågstadiet
National Category
Educational Sciences
Research subject
Technology and Learning; Education and Communication in the Technological Sciences
Identifiers
urn:nbn:se:kth:diva-252812 (URN)9789995714796 (ISBN)
Conference
PATT 37, Pupils Attitudes Towards Technology
Projects
Tillit till IT
Note

QC 20190819

Available from: 2019-06-10 Created: 2019-06-10 Last updated: 2019-08-19Bibliographically approved
Hartell, E., Buckley, J., Gumaelius, L., Doyle, A. & Seery, N. (2018). Arbeta med komparativ bedömning. Skola och samhälle
Open this publication in new window or tab >>Arbeta med komparativ bedömning
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2018 (Swedish)In: Skola och samhälle, E-ISSN 2001-6727Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Skola och samhälle, 2018
Keywords
bedömning, komparativ bedömning, likvärdighet, skola
National Category
Social Sciences Educational Sciences
Research subject
Technology and Learning
Identifiers
urn:nbn:se:kth:diva-226949 (URN)
Note

QC 20180509

Available from: 2018-04-29 Created: 2018-04-29 Last updated: 2018-05-09Bibliographically approved
Rosén, A., Högfeldt, A.-K., Lantz, A., Gumaelius, L., Norell Bergendahl, M., Wyss, R., . . . Lujara, S. (2018). Connecting North and South through Challenge Driven Education. In: Proceedings of the 14th International CDIO Conference: . Paper presented at The 14th International CDIO Conference in KANAZAWA June 28-July 2,2018. Kanazawa, Japan
Open this publication in new window or tab >>Connecting North and South through Challenge Driven Education
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2018 (English)In: Proceedings of the 14th International CDIO Conference, Kanazawa, Japan, 2018Conference paper, Published paper (Refereed)
Abstract [en]

This paper contributes with a north-south perspective on the ongoing enhancement of engineering education for sustainable development by giving insights in and results from implementation of challenge driven education (CDE) through joint efforts by the KTH Royal Institute of Technology, the University of Dar es Salaam (UDSM) and other African partner universities. CDE is explained as an evolution of PBL for building learning experiences around societal challenges, engaging external stakeholders, and developing students’ abilities to contribute to sustainable development. A case study is presented where students’, teachers’ and challenge owners’ perceptions of a challenge driven approach in engineering education are explored and key drivers and barriers for implementing CDE are clarified.

Place, publisher, year, edition, pages
Kanazawa, Japan: , 2018
Keywords
sustainable development, global challenges, work-based learning, project based learning, internationalization
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-240881 (URN)
Conference
The 14th International CDIO Conference in KANAZAWA June 28-July 2,2018
Note

QC 20190125

Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2019-01-25Bibliographically 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
Doyle, A., Seery, N., Gumaelius, L., Canty, D. & Hartell, E. (2018). Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice. International journal of technology and design education
Open this publication in new window or tab >>Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice
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2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Published
Abstract [en]

Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.

Place, publisher, year, edition, pages
Springer, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-229453 (URN)10.1007/s10798-018-9456-1 (DOI)2-s2.0-85047791409 (Scopus ID)
Note

QC 20180611

Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2018-06-11Bibliographically approved
Högfeldt, A.-K., Gumaelius, L., Lantz, A. & Lujara, S. (2018). Understanding Engineering Education Change With The Introduction of Challenge Driven Education in Tanzania. In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION: . Paper presented at IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education, APR 17-20, 2018, Santa Cruz de Tenerife, SPAIN (pp. 1335-1343). IEEE
Open this publication in new window or tab >>Understanding Engineering Education Change With The Introduction of Challenge Driven Education in Tanzania
2018 (English)In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 1335-1343Conference paper, Published paper (Refereed)
Abstract [en]

Sweden and Tanzania have collaborated since 1976 in research projects. A PhD sandwich program was established in the 90's in the field of electrical engineering between UDSM (University of Dar es Salam), Tanzania and KTH (Royal Institute of Technology), Sweden. This collaboration has opened up for shared trust, idea exchange and the emergence of the challenge driven education approach. Challenge driven education brings in socio-technical challenges to engineering education, or rather, brings out students and academic faculty, to real life challenges outside academy. The research of the first years' experience reveals factors like high motivation among students, faculty and stakeholders in society. New ways of teaching and learning have evolved, and clear contrasts with traditional education have been found.

Place, publisher, year, edition, pages
IEEE, 2018
Series
IEEE Global Engineering Education Conference, ISSN 2165-9567
Keywords
UN Sustainable Development Goals, worklife, project based learning, global dimension, challenge driven education
National Category
Learning
Identifiers
urn:nbn:se:kth:diva-231664 (URN)000434866100183 ()2-s2.0-85048107872 (Scopus ID)978-1-5386-2957-4 (ISBN)
Conference
IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education, APR 17-20, 2018, Santa Cruz de Tenerife, SPAIN
Funder
The Swedish Foundation for International Cooperation in Research and Higher Education (STINT)
Note

QC 20180830

Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2018-11-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4115-6584

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