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  • 1.
    Abeywecra, Ruchira
    et al.
    OUSL, Dept Mech Engn, Nugegoda, Sri Lanka..
    Scnanavakc, Nihal S.
    OUSL, Dept Mech Engn, Nugegoda, Sri Lanka..
    Jayasuriya, Jeevan
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Heat and Power Technology.
    Fransson, Torsten H.
    EIT InnoEnergy, Eindhoven, Netherlands..
    A Remote Mode High Quality International Master Degree Program in Environomical Pathways for Sustainable Energy Systems (SELECT) -Pilot Program Experiences During First Year of Studies2018In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 276-284Conference paper (Refereed)
    Abstract [en]

    Remote mode study programs at master degree level are becoming more popular than undergraduate level programs. Students after graduation with Bachelors degree very often are employed and the most appropriate mode for them to pursue higher studies is the remote mode. Postgraduate programs with one or two year duration mostly focus on specific areas of research based industrial application. Traditional remote education is thought to be more centered on web based on-line programs with a little opportunity for teacher student interaction and interaction with peers. In such programs motivation for studies has been a problem and as a result many students drop off and also those remain in the program for prolonged periods do not show good performance. One of the reasons for failures of students in remote studies is the isolation leading to discouragement for the completion studies. A remote mode Master Degree Program in Environomical Pathways for Sustainable Energy Systems (MSc-SELECT), consisting of a number of innovative features aimed at improved student engagement, motivation, exposure to experiences in multi-national setting and team work, was developed and implemented by the Master School of the EIT-InnoEnergy, as a pilot project. The program was offered, collaboratively and simultaneously to students in three locations, Royal Institute of Technology in Sweden, Universitat Politecnica de Catalunya in Spain and the Open University of Sri Lanka. The students in Sweden and Spain each followed 50% of the courses on-campus and 50% in remote mode depending upon the university they registered with. The students in Sri Lanka followed the entire 1st year fully remotely. All the students (from KTH, OUSL and UPC) will spend the 2nd year on-campus at another university in the consortium. This paper discusses, from the perspective of the fully remote site, the remote program with its innovative aspects, student performance and experience together with future tasks for making the program viable and beneficial to all partner countries.

  • 2.
    Bengmark, Samuel
    et al.
    Matematiska vetenskaper, Chalmers och Göteborgs universitet..
    Thunberg, Hans
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    Winberg, Mikael
    Institutionen för naturvetenskapernas och matematikens didaktik, Umeå universitet.
    Success-factors in transition to university mathematics2017In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed)
    Abstract [en]

    This study examines different factors' relative importance for students' performance in the transition to university mathematics. Students' characteristics (motivation, actions and beliefs) were measured when entering the university and at the end of the first year. Principal component analysis revealed four important constructs: Self-efficacy, Motivation type, Study habits and Views of mathematics. Subsequently, orthogonal partial least squares (OPLS) analysis was used for measuring the constructs' ability to predict students' university mathematics grades. No individual constructs measured at the time of entrance predicted more than 5% of the variation. On the other hand, jointly they predicted 14%, which is almost in pair with upper secondary grades predicting 17%. Constructs measured at the end of the first year were stronger predictors, jointly predicting 37% of the variation in university grades, with Self-efficacy (21%) and Motivation (12%) being the two strongest individual predictors. In general, Study habits were not important for predicting university achievement. However, for students with low upper secondary grades, the textbook and interaction with peers, rather than internet-based resources, contributed positively to achievement. The association between Views of mathematics and performance was weak for all groups and non-existing for students with low grades.

  • 3.
    Berglund, Per
    et al.
    KTH, School of Biotechnology (BIO), Biochemistry (closed 20130101).
    Högfeldt, Anna-Karin
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Karlsson, Sara
    KTH.
    Klasén, Ida
    KTH, School of Education and Communication in Engineering Science (ECE).
    Sandberg, Teresia
    KTH, School of Chemical Science and Engineering (CHE), Fibre and Polymer Technology, Wood Chemistry and Pulp Technology.
    Utvärdering för utveckling: KTH:s samtliga utbildningar under belysning2011Conference paper (Other academic)
  • 4.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    En studie av progression i tekniskt kunnande2016In: Studier av kunnande och undervisningspraktiker inom praktiska och estetiska skolämnen., 2016Conference paper (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.

  • 5.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Exploring the capability of evaluating technical solutions: a collaborative study into the primary technology classroom2014In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 1, p. 1-18Article in journal (Refereed)
    Abstract [en]

    Within the field of technology education, evaluating technical solutions is considered as an important topic. Research indicates that pupils have difficulties in evaluating technical solutions in terms of fitness for purpose, i.e. how effective a technical solution supports its intended function. By using the learning study, which is an iterative and collaborative research approach, the study explores the capability to evaluate technical solutions in terms of fitness for purpose, what it takes to know it and how to best enhance its learning in the primary technology classroom. Audio and video recorded interviews, teachers' meetings and lessons are the base data for the study. A contribution of the study is the understanding of this specific knowing, and what is critical for learning and thus to an improvement of technology teaching practice.

  • 6.
    Björkholm, Eva
    Stockholms Universitet.
    Konstruktioner som fungerar: En studie av teknikkunnande i de tidiga skolåren2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to explore the meaning of technical knowing in primary technology education. This is done by identifying and describing ways of knowing in relation to specific content (so-called objects of learning) of the school subject of technology. The purpose is to contribute to the body of teachers’ professional knowledge concerning primary technology education. In this thesis, the subject of technology is seen as representing technical knowledge traditions, characterized by specific ways of developing knowledge. Moreover, the knowledge is to a great extent embedded in actions. This perspective on technical knowing challenges the traditional distinction between theoretical and practical knowledge.  

    Data were generated through two Learning studies conducted in primary schools.  Learning study is a classroom-based, interventionistic research approach, in which teachers collaborate with a researcher, focusing on specific objects of learning, that is, on what the students are supposed to learn. In the studies, the capability to evaluate the fitness for purpose of technical solutions, and to construct a linkage mechanism allowing for transferring and transforming movement were examined. Students’ actions were video-recorded in order to document verbal and physical expressions of knowing.

    The data were analysed using phenomenographic analysis, resulting in descriptions of specific ways of knowing in terms of complexity, as well as critical aspects to discern in order to develop the knowing. The findings from the first study describe knowing in terms of discerning functions related to different types of users, as well as aspects of the construction in order to realize functions. The second study identified technical knowing as a specified analysis of the construction in terms of location and separation of joints in relation to different functions. These findings were then used to identify technical knowing in video material generated within another teaching context. The results suggest that knowledge concerning knowing of specific objects of learning related to the evaluation and construction of technical solutions is partly generalizable. In addition, the specified knowledge concerning the meaning of the object of learning generated during the Learning study process was described. This knowledge is suggested to be an important knowledge product of Learning studies.

  • 7.
    Björkholm, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Sammanfogning av material i eget konstruktionsarbete: Kunnande och elevuppgifter i tidig teknikundervisning2018In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 6, no 2, p. 5-22Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore what the ability to join materials in working with own constructions in primary technology education consists of, as well as how knowing is developed when students work with specific tasks. Interventions were made in four groups of students in second grade (7 and 8-year-old students). Data collection mainly consisted of video observation. The phenomenographic analysis of the students’ actions resulted in seven categories, describing qualitatively different ways of knowing related to joining materials. The categories were related to aspects of function, such as analyzing the duration of the joining; and construction, such as selecting joining materials. The student tasks, in terms of educational materials, instructions or task design, were then related to the identified ways of knowing. The study contributes to the specification of which knowledge students can develop, and what kind of student tasks in early technology education that can contribute to it.

  • 8.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, p. 35-53Article in journal (Refereed)
    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.

  • 9.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Unpacking the object of learning2015In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, no 3, p. 194-208Article in journal (Refereed)
    Abstract [en]

    Purpose – Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study.

    Design/methodology/approach – The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement.

    Findings – The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning.

    Originality/value – In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.

  • 10.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Andrée, Maria
    Stockholms Universitet.
    Carlgren, Ingrid
    Stockholms Universitet.
    Exploring technical knowledge in the primary technology classroom2016In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 1Article in journal (Refereed)
    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.

  • 11.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Carlgren, Ingrid
    Stockholms Universitet.
    Learning study as a way to inquire the meaning of knowing what is to be known: The meaning of knowing how to construct a linkage mechanism. Discering aspects of the object of learning by analyzing classroom interactions2013In: Lesson and learning study as teacher research, 2013Conference paper (Refereed)
    Abstract [en]

    This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit. The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified.

  • 12.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Carlgren, Ingrid
    Stockholms Universitet.
    Ahlstrand, Pernilla
    Stockholms Universitet.
    Nyberg, Gunn
    Stockholms Universitet.
    The meaning of knowing what is to be known2015In: Éducation & didactique, ISSN 1956-3485, Vol. 9, no 1, p. 143-160Article in journal (Refereed)
  • 13.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Engström, Susanne
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Exploring Materials as Subject Content within Technology Education2016In: PATT2016: Technology Education for 21st Century, 2016Conference paper (Refereed)
    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 documents (syllabus, teachers’ handbooks). 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 objects of teachers and students. Results suggest that the teachers highlight different aspects; one teacher focused on naming the materials and describing what products they are used for, while the other emphasized the materials’ properties. Ten experts participated in the first round of the Delphi study. Their responses were coded reflexively and iteratively. Results indicate the following major categories of material-related subject content: groups of materials, properties, creation and refinement, use, development over time, environmental aspects, and modern materials. The syllabus states that young pupils should study materials that they can use (wood, cardboard). Later common materials (steel, concrete) are introduced and at the end of compulsory school modern materials. Materials’ properties and use in solving technical problems is studied, and their environmental effects. Preliminary results indicate that some content emerges in all three contexts: material usage, the material’s functional properties and origin of the material, production and processing.

  • 14.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Kilbrink, Nina
    Karlstads Universitet.
    Focusing on a specific learning content in primary technology education2015In: 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 (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.

  • 15.
    Bosk, Daniel
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    En formalisering av matematiken i svensk gymnasieundervisning2011Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study examines how formal mathematics can be taught in the Swedish secondary school with its new curriculum for mathematics. The study examines what a teaching material in formal mathematics corresponding to the initial content of the course Mathematics 1c could look like, and whether formal mathematics can be taught to high school students.

    The survey was conducted with second year students from the science programme. The majority of these students studied the course Mathematics D. The students described themselves as not being motivated towards mathematics.

    The results show that the content of the curriculum can be presented with formal mathematics. This both in terms of requirements for content and students being able to comprehend this content. The curriculum also requires that this type of mathematics is introduced in the course Mathematics 1c.

    The results also show that students are open towards and want more formal mathematics in their ordinary education. They initially felt it was strange because they had never encountered this type of mathematics before, but some students found the formal mathematics to be easier than the mathematics ordinarily presented in class.

    The study finds no reason to postpone the meeting with the formal mathematics to university level. Students’ commitment to proof and their comprehention of content suggests that formal mathematics can be introduced in high school courses. This study thus concludes that the new secondary school course Mathematics 1c can be formalised and therefore makes possible a renewed mathematics education.

  • 16.
    Bälter, Olof
    KTH, School of Computer Science and Communication (CSC).
    Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership2017In: International Review of Research in Open and Distributed Learning, Vol. 18, no 3, p. 167-177Article in journal (Refereed)
    Abstract [en]

    A study of academics and professional staff engaged in the emerging field of Technology Enhanced Learning (TEL) reveal three areas of significant difference in reference to perspectives about TEL. These differences rest on the following individual characteristics: 1) research areas and competencies, 2) academic level, and 3) attitudes towards teaching. While the number of respondents is small, the data set is rich due to a diverse group of respondents. Leadership strategy that rests on appreciative inquiry to draw these perspectives together could begin with implementation of five ways of working collaboratively: acknowledge unique skills different from one’s own, understand driving forces from different vantage points, learn enough about other views to show respect, identify common goals and incentives for all, and include people from all relevant groups. 

  • 17.
    Bång, Olivia
    KTH, School of Education and Communication in Engineering Science (ECE).
    Drama as a pedagogical tool in technology education: A study of teachers’ perceptions of drama exercises when teaching ethics in technology2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the National Agency of Education in Sweden, ethics should be a part of technology education in compulsory school (Skolverket, 2011), though research shows that technology teachers struggle with how they should teach ethics in technology (Kåreklint, 2007). The National Agency of Education also states that although drama does not have its’ own syllabus in Swedish grade school, it is encouraged that it is integrated in other subjects. The purpose of this study was to inquire how drama can contribute to the teaching of ethics in technology education in secondary schools. This was attempted to be fulfilled by answering the question "

    How do teachers view the usage of drama as a pedagogical tool when teaching ethics in technology education?"

    The inquiry was answered conducting three semi structured interviews with three different technology teachers from three secondary schools in Sweden. All teachers had previous to the interview received and conducted a lesson plan with their pupils, specifically developed for this study, where ethics in technology could be taught with a drama exercise. The interview was largely based on the teachers’ impression of this lesson.

    The result of the study shows that all participating teachers were very positive to the idea of using drama as a tool when teaching ethics in technology education. All teachers expressed that the lesson had gone well and they all answered that they could see themselves use drama as a tool again. The conclusion being that drama could be a viable option for teaching ethics in technology education.

  • 18. Dagiene, V.
    et al.
    Mannila, L.
    Poranen, T.
    Rolandsson, Lennart
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Söderhjelm, P.
    Students'performance on programming-related tasks in an informatics contest in Finland, Sweden and Lithuania2014In: ITICSE 2014 - Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference, 2014, p. 153-158Conference paper (Refereed)
    Abstract [en]

    The ways in which informatics is covered in K-12 education vary among European countries. In Finland and Sweden, informatics is not included in the core curriculum, whereas, for example, in Lithuania, all students are exposed to some informatics concepts starting in the fifth grade. Bebras is an annually arranged international informatics contest for K-12 level, resulting in a large collection of data about contestants and their results. In this paper, we analyse contest data from the Finnish, Swedish and Lithuanian 2013 contests, focusing on students'performance on tasks related to algorithmic thinking. Our findings suggest that despite coming from different educational systems, students perform rather similarly on the tasks. The same tasks are difficult and the thinking behind picking an incorrect answer seems rather similar throughout the countries. The analysis also points out that there is a lack of easy questions - this needs to be fixed in order to not risk scaring students away.

  • 19.
    Edström, Kristina
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Academic and Professional Values in Engineering Education: Engaging with History to Explore a Persistent Tension2018In: Engineering Studies, ISSN 1937-8629, E-ISSN 1940-8374, Vol. 10, no 1, p. 38-65Article in journal (Refereed)
    Abstract [en]

    The tension between academic and professional aims of engineering education is a remarkably consistent challenge facing engineering educators. Here, some historical roots of this issue are traced through the life and work of Carl Richard Söderberg (1895–1979), who emigrated from Sweden to the US for an illustrious industrial and academic career. While Söderberg was a proponent for a more science-based curriculum, his rationale was related to solving real professional problems, and he would come to criticise the distancing of engineering education from engineering practice. Söderberg's views are compared to a present-day reform concept for engineering education, the CDIO approach, founded by MIT and three Swedish universities. The similarities show the persistence of the issue, as many of Söderberg's ideals, arguments, and proposed strategies are fully recognisable in the current discussion. Further, Söderberg and CDIO share the ideal of mutually supporting professional and disciplinary preparation, implying that the tension should not be a zero-sum game. The paths to this ideal were different, however, as Söderberg wanted to integrate theoretical aspects to improve an overly practical education, while CDIO is about improving an overly theoretical education by integrating also other necessary professional aspects.

  • 20. Edström, Kristina
    Student feedback in engineering: Overview and background2012In: Enhancing Learning and Teaching through Student Feedback in Engineering / [ed] Mertova, P., Nair, S. and Patil, A., Cambridge, UK: Woodhead Publishing Limited, 2012, p. 1-23Chapter in book (Refereed)
    Abstract [en]

    This chapter reviews the need to improve key learning outcomes of engineering education, among them conceptual understanding, solving real problems in context, and enabling skills for engineering such as communication and teamwork. At the same time it is necessary to improve both the attractiveness of engineering to prospective students and retention in engineering programmes. Research suggests that to address these problems the full student learning experience needs to better affirm students’ identity formation. Student feedback is identified as a key source of intelligence to inform curriculum and course development. An argument is made for clarifying the purpose of any student feedback system, as there is an inherent tension between utilising it for accountability or for enhancement. An example shows how enhancement is best supported by a rich qualitative investigation of how the learning experience is perceived by the learner. Further, a tension between student satisfaction and quality learning is identified, suggesting that to usefully inform improvement, feedback must always be interpreted using theory on teaching and learning. Finally, a few examples are provided to show various ways to collect, interpret and use student feedback.

  • 21.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Learning Lab IKT.
    Gunnarsson, Svante
    Linköping University.
    Östlund, Sören
    KTH, School of Engineering Sciences (SCI), Solid Mechanics (Dept.).
    Integrated Curriculum Design2007In: Rethinking Engineering Education: The CDIO Approach / [ed] Crawley, E.F., Malmqvist, J., Östlund, S., & Brodeur, D.R., Springer, 2007Chapter in book (Refereed)
  • 22.
    Edström, Kristina
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Soderholm, Diane
    Massachusetts Institute of Technology.
    Knutson Wedel, Maria
    Chalmers.
    Teaching and Learning2007In: Rethinking Engineering Education: The CDIO Approach / [ed] Crawley, E.F., Malmqvist, J., Östlund, S., & Brodeur, D.R., Springer, 2007Chapter in book (Refereed)
  • 23.
    Enghag, Margareta
    et al.
    Stockholms Universitet.
    Schenk, Linda
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie2016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 2, p. 218-234Article in journal (Refereed)
    Abstract [en]

    Nanoscience and nanotechnology (NST) is a rapidly developing knowledge area, which need incorporating in the school science curricula. The many uncertainties of risks and benefits with NST also open up for using NST as a socio-scientific issue (SSI). We present the two first iterations of a teaching sequence aimed for upper secondary school physics.  The sequence contains content knowledge on NST and risk assessment and employs traditional classroom teaching, and a debate about NST as a SSI. The aims are to explore 1) students assessments of risks and benefits with NST, and 2) what design principles for teaching nanoscience and risk assessment that emerge as significant. We found that the risk assessment exercise stimulated student argumentation and discussion during the SSI debate. The teachers preferred to focus on the SSI activity, but found it challenging to fit NST content knowledge into the traditional teaching approach. Design principles found are discussed.

  • 24.
    Engström, Susanne
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Differences and similarities between female students and male students that succeed within higher technical education: profiles emerge through the use of cluster analysis.2016In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering students in Sweden registered for their seventh semester during year 2012 and about 30 % of the students in the cohort responded on several questions. The answers were then analysed and interpreted using Pierre Bourdieu’s theory and the concept of capital. The female-students as well as the male-students emerged as homogeneous groups, but SPSS-clustering shows differences and similarities between four female student-profiles and five male students-profiles. The female students who come to graduate as engineers have experiences and resources that seem to be fruitful: well-educated parents, positive attitudes to the engineer students’ traditions, and a positive view of the engineering profession. In addition, they value the traditional teaching with lectures and self-studies. They seem not to have been inspired by compulsory school teaching or teachers there. The male students have the same experiences and resources but there are differences. Among female students, a profile emerges which is absent among the male students and which emphasises the importance of doing good for society, people, and the environment in their future professional roles. Among male students, the student profiles which emerge include one with a primarily practical and technical capital despite the lack of a high degree of educational or scientific capital.

  • 25. Engström, Susanne
    Female Students Who Succeed within Higher Technical Education – When and Why They Choose and Who They Are2015In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, p. 161-169Article in journal (Refereed)
    Abstract [en]

    The importance of interest for and knowledge in technology and natural science among students can in Sweden be traced in political documents and in media debate. An increased need for female students in technical universities is stressed as well. Higher technical education is facing large dropouts and difficulties, including for female students. This study focuses on the female students who succeed in civil engineering programmes in Sweden, when and why they choose and who they are? Data were collected through a questionnaire sent out to all female students enrolled on civil engineering programmes during term 7 (of 10 terms) in Sweden in 2012. By using the Bourdieu's theory and the concept of capital, the study aims to find out who the female civil engineering student seems to be. In total 411 students answered the questionnaire. The questionnaire answers were analysed with SPSS both for descriptions (frequencies and cross tabulation) and classification (cluster analysis) and the aim was to detect different patterns within the material. From the material it is possible to describe the majority of female students on civil engineering programmes, but also to detect four different female student profiles. The research questions will be answered by analysing and discussing patterns detected in the questionnaire answers.

  • 26.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    What technology content and values emerge in the teaching of climate change?2018In: 2018 PATT36 International Conference Research and Practice in Technology Education: Perspectives om Human Capacity and Developmnet / [ed] Niall Seery, Jeffrey Buckley, Donal Canty and Joseph Phelan, Ireland, 2018, p. 40-46, article id ISBN 978-1-5272-2507-7Conference paper (Refereed)
    Abstract [en]

    Today, many people live with climate anxiety, and both politicians and companies emphasize how important sustainable strategies and activities are for developing a society with less impact on climate change. Within education, it is central to implement themes dealing with such issues as well. As a technology teacher, one will be expected to have knowledge and ideas about teaching the climate issue, and to be prepared to manage climate anxiety among students. With the aim of supporting teachers, a group of climate researchers, professional teachers, and pedagogues from a science centre, have cooperated in developing a Climate Kit, including an instruction sequence, and teaching materials. This climate kit will be used in primary and secondary schools during 2018. When the kit will be (1) developed, (2) tested and (3) implemented to teachers within a course and (4) used in classrooms, a research study will be accomplished as well. Empirical data in this present study emerge from observations of (1) workshops with the actors when the kit is created and (2) tested in classroom as well. The observations will thereafter be analysed using a discursive perspective partly with aim to identify what knowledge content in relation to climate change that is highlighted in the technology teaching, and partly with a discourse analytical perspective focusing on the values and steering strategies within the teaching practice. The research question: What content, values, and strategies concerning technology and climate change emerge as important? The aim of the study is to investigate teaching content and teaching approaches within technology education, focusing on climate change, with an overall aim to analyse and describe technology education for social and environmental change. This paper presents the results emerging from analyses of empirical data, see above, from workshops and test of the climate kit. Both the collecting of empirical data and the analyses was completed during March 2018.

  • 27.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Andersson, Kristina
    Uppsala universitet.
    Danielsson, Anna
    Uppsala universitet.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Gullberg, Annica
    Örebro universitet.
    Husseinus, Anita
    Uppsala universitet.
    Elmgren, Maja
    Uppsalla universitet.
    Lärarutbildares naturvetenskap under lupp – en studie av gränslandet mellan ämnesdiscipliner och skolämnen2016Conference paper (Refereed)
  • 28.
    Engström, Susanne
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?2017Conference paper (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.

  • 29.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    En diskursanalytisk studie av programmering som innehåll i grundskolans teknikämne2016Conference paper (Refereed)
  • 30.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    A project about materials as subject content within technology education.2016Conference paper (Refereed)
  • 31.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    A project about materials as subject content within technology education2017In: 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)
    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.

  • 32. Engström, Susanne
    et al.
    Lidar, Malena
    Uppsala universitet.
    Teaching traditions in Science Education and the impact of educational reform.2015Conference paper (Refereed)
  • 33.
    Engström, Susanne
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lidar, Malena
    Uppsala universitet, inst. för pedagogik, didaktik och utbildningsstudier.
    The influence on teaching and assessment practices from national tests and grading in Science in Y62016Conference paper (Refereed)
  • 34. Engström, Susanne
    et al.
    Svensson, Anders
    Mälardalens högskola.
    How sustainable development is constructed in the Technology Programme in discussions between upper secondary school teachers2015Conference paper (Refereed)
  • 35.
    Enström, Emma
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    On difficult topics in theoretical computer science education2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis primarily reports on an action research project that has been conducted on a course in theoretical computer science (TCS). The course is called Algorithms, data structures, and complexity (ADC) and is given at KTH Royal Institute of Technology in Stockholm, Sweden.

    The ADC course is an introduction to TCS, but resembles and succeeds courses introducing programming, system development best practices, problem solving, proving, and logic. Requiring the completion of four programming projects, the course can easily be perceived as a programming course by the students. Most previous research in computer science education has been on programming and introductory courses.

    The focus of the thesis work has been to understand what subject matter is particularly difficult to students. In three action research cycles, the course has been studied and improved to alleviate the discovered difficulties. We also discuss how the course design may color students’ perceptions of what TCS is. Most of the results are descriptive.

    Additionally, automated assessment has been introduced in the ADC course as well as in introductory courses for non-CS majors. Automated assessment is appreciated by the students and is directing their attention to the importance of program correctness. A drawback is that the exercises in their current form are not likely to encourage students to take responsibility for program correctness.

    The most difficult tasks of the course are related to proving correctness, solving complex dynamic programming problems, and to reductions. A certain confusion regarding the epistemology, tools and discourse of the ADC course and of TCS in general can be glimpsed in the way difficulties manifest themselves. Possible consequences of viewing the highly mathematical problems and tools of ADC in more practical, programming, perspective, are discussed. It is likely that teachers could explicitly address more of the nature and discourse of TCS in order to reduce confusion among the students, for instance regarding the use of such words and constructs as “problem”, “verify a solution”, and “proof sketch”.

    One of the tools used to study difficulties was self-efficacy surveys. No correlation was found between the self-efficacy beliefs and the graded performance on the course. Further investigation of this is beyond the scope of this thesis, but may be done with tasks corresponding more closely and exclusively to each self-efficacy item.

    Didactics is an additional way for a professional to understand his or her subject. Didactics is concerned with the teaching and learning of something, and hence sheds light on that “something” from an angle that sometimes is not reflected on by its professionals. Reflecting on didactical aspects of TCS can enrichen the understanding of the subject itself, which is one goal with this work.

  • 36.
    Enström, Emma
    et al.
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Kann, Viggo
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Iteratively Intervening with the “Most Difficult” Topics of an Algorithms and Complexity Course2017In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 17, no 1, article id 4Article in journal (Refereed)
    Abstract [en]

    When compared to earlier programming and data structure experiences that our students might have, the perspective changes on computers and programming when introducing theoretical computer science into the picture. Underlying computational models need to be addressed, and mathematical tools employed, to understand the quality criteria of theoretical computer science. Focus shifts from doing to proving. Over several years, we have tried to make this perspective transition smoother for the students of a third-year mandatory algorithms, data structures, and computational complexity course. The concepts receiving extra attention in this work are NP-completeness, one of the most central concepts in computer science, and dynamic programming, an algorithm construction method that is powerful but somewhat unintuitive for some students.

    The major difficulties that we attribute to NP-completeness are that the tasks look similar but have a different purpose than in algorithm construction exercises. Students do not immediately see the usefulness of the concept, and hence motivation could be one issue. One line of attacking NP-completeness has been to emphasize its algorithmic aspects using typical tools for teaching algorithms.

    Some potential difficulties associated with dynamic programming are that the method is based on a known difficult concept—recursion—and that there are many ingredients in a dynamic programming solution to a problem.

    For both dynamic programming and NP-completeness, we have invented several new activities and structured the teaching differently, forcing students to think and adopt a standpoint, and practice the concepts in programming assignments. Student surveys show that these activities are appreciated by the students, and our evaluations indicate that they have positive effects on learning. We believe that these activities could be useful in any similar course.

    The approach to improving the course is action research, and the evaluation has been done using course surveys, self-efficacy surveys, rubrics-like grading protocols, and grades. We have also interviewed teaching assistants about their experiences.

  • 37.
    Enström, Emma
    et al.
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Kreitz, Gunnar
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Niemelä, Fredrik
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Kann, Viggo
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Testdriven utbildning — strukturerad formativ examination2010Conference paper (Other academic)
  • 38.
    Enström, Emma
    et al.
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Kreitz, Gunnar
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Niemelä, Fredrik
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Söderman, Pehr
    KTH, School of Information and Communication Technology (ICT), Communication: Services and Infrastucture, Telecommunication Systems Laboratory, TSLab.
    Kann, Viggo
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Five Years with Kattis – Using an Automated Assessment System in Teaching2011In: 2011 Frontiers in Education Conference (FIE), New York: IEEE , 2011Conference paper (Refereed)
    Abstract [en]

    Automated assessment systems have been employed in computer science (CS) courses at a number of different universities. Such systems are especially applicable in teaching algorithmic problem solving since they can automatically test if an algorithm has been correctly implemented, i.e., that it performs its specified function on a set of inputs. Being able to implement algorithms that work correctly is a crucial skill for CS students in their professional role, but it can be difficult to convey the importance of this in a classroom situation. Programming and problem solving education supported by automated grading has been used since 2002 at our department. We study, using action research methodology, different strategies for deploying automated assessment systems in CS courses. Towards this end, we have developed an automated assessment system and both introduced it into existing courses and constructed new courses structured around it. Our primary data sources for evaluation consists of course evaluations, statistics on students' submitted solutions, and experience teaching the courses. Authors of this paper have been participating in teaching all of the courses mentioned here.

  • 39.
    Estay Espinola, Cesar
    KTH, School of Education and Communication in Engineering Science (ECE).
    Andraspråkselevers lärande i kemi: en intervjustudie ur några elevers perspektiv2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this study is to contribute with knowledge regarding bilingual students and how they develop knowledge in chemistry out from there perspective. The study was made by interviewing a group of students that read the natural science program in the gymnasium in Sweden. The thing in common with the students that participated in this study was that they read swedish as a secondlangue wich isa course for students that want to learn more swedish. The interviews that were made included both girls and boys and the thought of the study was to investigate the problems that can arise for bilingual students and the content of the chemistry lessons. This regarding to the context of the subject versus language difficulties seen from a student perspective.

    Further on the interviews is compared to studies performed on the subject to investigate if my study and different models described in the studu y had things in common. The study shows that the student regardless to their language difficulties manage the studies with help of different strategies. The different strengths that the students have kan even strengthened by different models that is presented in the study. An other thing that is presented in the study is the importance of a good relation between the student and the teacher to help the student to advance forwards in their own studies, wich can be strengthened in the text. But it is not enough to only have a good relationship with the teacher. The teacher must posses such knowledge that makes the student develop his/her own knowledge. In this case there were also a mutual respect that was built between teacher and student which seemed to be a good base for a cooperation between the two.

  • 40.
    Fahrman, Birgit
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Skogh, Inga-Britt
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Experienced technology teachers' teaching practices2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    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.

  • 41.
    Gumaelius, Lena
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Difficulties and opportunities when teaching about technological systems in K-122015In: 122nd ASEE Annual Conference and Exposition: Making Value for Society, American Society for Engineering Education , 2015Conference paper (Refereed)
    Abstract [en]

    Socio-technical systems are studied in compulsory school (pupils aged 7–16) in Sweden. The purpose is to increase pupils’ understanding of how technology and society affect one another by highlighting the interaction between technological artefacts, humans, institutions, and society at large. Many teachers find this subject difficult to teach, and therefore avoid it. To rectify this, a course module about socio-technical systems for teachers was instigated at KTH Royal Institute of Technology in Stockholm. This study was conducted during that course, and shows that teachers are affected by their educational backgrounds in their understanding of the systems; those who are trained in social sciences prioritize different aspects of the systems in their teaching than do those who have started out in the natural sciences. It also shows that the formulation of learning objectives in this area is very difficult for most teachers and few students include goals that relate to more general knowledge in areas such as genderrelated issues, historical aspects or environmental issues. Few of the students showed the ability to create a varied learning environment; searching information on the Internet and writing reports dominate the students’ suggestions. Understanding of socio-technical systems has the potential to bridge the gap between engineering and various aspects of society in education. It is therefore an essential part of technological literacy, and teacher training in the area should be improved.

  • 42.
    Gustafsson, Peter
    et al.
    Mälardalens Högskola.
    Engström, Susanne
    Svensson, Anders
    Mälardalens högskola.
    Teachers’ View of Sustainable Development in Swedish Upper Secondary School2015In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, p. 7-14Article in journal (Refereed)
    Abstract [en]

    In Sweden the importance of sustainable development (SD) can be traced in political documents from the fundamental law down to the curriculum for different school levels. To investigate how this political objective is demonstrated in knowledge and activities among the teachers, eleven upper secondary school teachers from different subjects have been interviewed to map out their views of SD, their own beliefs and how they teach SD. The interviews have been analysed in terms of content with the Knowledge – Value – Practice model as theoretical frame. The results showed that among the interviewed teachers there existed a spectrum of views of what SD stands for, from a narrow view to a well-developed view. There were also differences in their teaching practice. All teachers stated that teaching for SD is of great importance and that they all did it in terms of their own personal definition. All of them also pointed out that even if the steering documents present SD as important, the local management of the issue is weak. The differences between the teachers’ view of SD and the weak local management generate a fundamental problem. Depending on the teachers’ own definition and content choice the pupils may get different content knowledge, perhaps not even consistent with the recognized definition of sustainable development. The schools cannot therefore be said to give the pupils an equal education in the area of SD.

  • 43.
    Guttenkunst, Ia
    KTH, School of Education and Communication in Engineering Science (ECE).
    Hållbarhetsarbete och kommunikation: En studie av AB Bollnäs Bostäders verksamhet2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The objective has been to visualize sustainability work of AB Bollnäs Bostäder, based on 18 sustainability categories developed in the study, divided on the sustainable aspects ecological, social and economical. The ecological and social aspect of the sustainability categories is part

    of the ISO26000, a standard describing company’s social responsibility, and the economic aspect is developed based on research and document discussing sustainable development in the property business. Furthermore, the aim has also been to study the communication of the sustainability work at the company, and see the result of it. It was accomplished by a didactic analysis, based on the didactical questions for who, why, what and how. The last object of the study has been to learn the visions of the future sustainability work of AB Bollnäs Bostäder, from different groups perspectives, based on the 18 sustainability categories. To collect relevant empirical data, personal interviews, questionnaires and document studies has been carried out.

    The results show that active work towards a sustainable development is performed in AB Bollnäs Bostäder, from all three aspects of sustainable development

    – ecology, social and economy. Out of the 18 sustainability categories, the work of 14 of them was assessed to be satisfying. Well invested resources would help the company to develop their work, and fulfil all the sustainability categories. The communication of the sustainability categories showed a consideration towards an economical content, both internally and externally, but with different aims for the targeted groups property service, economic and administrations, customer centre, park division, technical, CEO, inhabitants, entrepreneurs, municipal council and the board. The outcome of the communication on the other hand, showed that the economical, social and ecological sustainability categories, in the stated order, is interpreted different by the targeted groups. Finally, the results showed that all three sustainability aspects were important for AB Bollnäs Bostäder in the future, but the economical sustainability categories were considered to have a higher priority.

  • 44.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Bälter, Olle
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Tobiasson, Helena
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Promenadseminarier - en seminarieform för ökad kvalitet och hälsa2014In: LTHs 8:e Pedagogiska Inspirationskonferens, Lund, December 17, 2014, Lund University , 2014Conference paper (Other academic)
    Abstract [sv]

    Stillasittande beteende är ett ökande hälsoproblem i västvärlden, så även bland studenter som i undervisnings- och studiesituationer oftast sitter. Vi har undersökt möjligheterna att genomföra seminarier i promenadform, där inte bara hälsovinster kan uppnås utan även att seminarierna i sig blir bättre. Resultaten visar att en stor majoritet av studenterna i studien föredrog promenadseminarier framför traditionella seminarier, där framför allt ökat välmående efter seminarierna uppnåddes, men även förbättrad kommunikation och förbättrad kvalitet. En överväldigande majoritet önskade också att promenadseminarier kunde erbjudas på fler kurser.

  • 45.
    Hultén, Magnus
    et al.
    Linköpings universitet.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Technical Science Education.
    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 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.

  • 46.
    Kann, Viggo
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Using Reflections in a Program Integrating Course2014In: ITiCSE '14 Proceedings of the 2014 conference on Innovation & technology in computer science education, Association for Computing Machinery (ACM), 2014, p. 350-350Conference paper (Refereed)
    Abstract [en]

    A program integrating course runs over several years, shows the mainthread of the program, and its purpose is to enable students to becomemore professional in handling their studies, at the same time as thecourse has a positive effect on thementors, other courses and the program itself. This is achieved throughregular reflection seminars where students meet in small cross-gradegroups with a professor as a mentor.

  • 47.
    Kjeller, Erika
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE).
    Windahl, Myra
    KTH, School of Education and Communication in Engineering Science (ECE).
    Kollegialt lärande via facebook2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Facebook is the most used social platform for adults in Sweden today, with a daily exchange

    of experiences between individuals on topics of common interest. In the normal flow this

    could concern friends and family and in Facebook groups it focuses on more specific issues.

    Facebook groups oriented towards teachers are thus guided by a common interest in

    education, but the exchange of experience that takes place in these groups and the learning

    it gives rise to, do not have any status in the community. At the same time Skolverket

    demands that teachers train continually. This training should take place through

    professional learning. In a case study three Facebook threads from a Facebook group

    oriented towards mathematic teachers are analysed and compared to five threads from a

    Facebook group oriented towards technology teachers. The study examine to what extent the

    conversations that occur in the Facebook groups are consistent with the definition of

    professional learning. This has been achieved through a conversational analysis where the

    selected threads have been linked to criteria for teachers' professional knowledge base

    concurrent with an analysis of the conversation over time. The threads from the

    mathematics group are then compared with the threads from the technology groups in order

    to illuminate if the same conversational development takes place independent of what topic

    is discussed. The conclusion is that relevant and didactic conversations take place in all

    threads of both Facebook groups. However, this is not enough to conclude that the

    conversations should be counted as professional learning as the study cannot ascertain that

    the learning takes place over a longer period of time.

  • 48.
    Krendel, Jan-Erik
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    "Undervisa om teknikens etik!"2011In: Teknikutbildning för framtiden: perspektiv på teknikundervisningen i grundskola och gymnasium / [ed] Hansson, Sven Ove, Nordlander, Edvard & Skogh, Inga-Britt, Stockholm: Liber, 2011, 1. uppl.Chapter in book (Other (popular science, discussion, etc.))
  • 49.
    Malmqvist, Johan
    et al.
    Chalmers.
    Edström, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hugo, Ron
    University of Calgary.
    A Proposal for Introducing Optional CDIO Standards2017In: Proceedings of the 13th International CDIO Conference / [ed] Brennon, R., Edström, K., Hugo, R., Roslöf, J., Songer, R., & Spooner, D., 2017Conference paper (Refereed)
    Abstract [en]

    The first version of the CDIO standards was presented in 2005 (Brodeur & Crawley, 2005). The aim of this paper is to explore if meeting current CDIO standards still corresponds to the expectations placed on graduates from leading engineering programs worldwide. In this paper, we first identify engineering competencies that are claimed to be essential both today and in the future, focusing on competencies whose relative importance have grown since the early 2000’s. We also identify pedagogical practices that aim to develop these particular competences. We then propose that these emerging skills and best practices should be incorporated in CDIO as “optional” CDIO standards. Whereas the original or “basic” CDIO standards are scoped with the expectations of a bachelor program in mind, an “optional” CDIO standard indicates a more advanced or broadened competence. A set of potential optional CDIO standards is enumerated. Seven of the potential optional CDIO standards are then elaborated in the same format as the current standards, i.e., with a description, rationale and suggested evidence.

  • 50.
    Mellander, Erik
    et al.
    Inst Evaluat Labour Market & Educ Policy IFAU, POB 513, SE-75120 Uppsala, Sweden..
    Svärdh, Joakim
    KTH, School of Education and Communication in Engineering Science (ECE). KTH, Educ & Commun Engn Sci ECE, Stockholm, Sweden..
    Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme2018In: REVIEW OF EDUCATION, ISSN 2049-6613, Vol. 6, no 2, p. 103-141Article in journal (Refereed)
    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.

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