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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.
    Adolfsson, Mikael
    KTH, School of Engineering Sciences (SCI).
    Simuleringsstöd för modeller i fysikundervisning2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This report is part of my master thesis, concerning the subject of how to develop a simulation tool for teaching physics, mainly focused on the concept of force and free body diagrams as taught in secondary schools. The work is based on previous studies on how to design a digital tool for teaching environments. The final result is not to be considered as a finished product but more as a prototype of a product of this nature. The report also stresses the importance of the fact that programs of this kind can't alone give students understanding, instead it places greater demands on teachers and the teaching environment. The program is meant to be used, exactly as mentioned in this report, as a support tool for teachers and students, to facilitate physics teaching and the understanding of the concept of force, by adding the possibility to be able to draw and test free body diagrams.

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  • 3.
    Ahlberg, Victor
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Frid, Julia
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Automation and Autonomy: Developing and Evaluating Open Learning Material on IR Cameras in Automation Applications2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This master thesis project was based on the development and evaluation of an open learning material in thermal imaging for automation applications. The outsourcer – FLIR Systems – wanted a three-day course covering all necessary topics for infrared cameras in automation applications. These topics include thermography, optics, detectors, networks, protocols, and more. The open learning material was designed to function as a three-day, self-paced, distance course, and it was based on theories of andragogy, self-directed learning and transformative learning. The master thesis process was essentially divided into two phases: the development phase and the evaluation phase. The method for the development phase was based on a literature study. The literature on creating open learning material included ways of compensating for the lack of social interaction in distance courses, such as a friendly, warm narrator using the pronoun “I”, encouraging phrases, and self-assessment questions (SAQs). An SAQ is a framing of question intended to guide the learner towards self-assessment of his or her learning and knowledge. The vital part of the SAQ is the response, where not only the correct answer is given, but feedback on the wrong choices too. The development of the open learning material was an iterative process where discussion with supervisors at FLIR Systems and KTH Royal Institute of Technology led to improvements of the material.

    The evaluation phase consisted of two tests with test subjects. The first test was conducted by sending a sample unit of the material to test subjects around the world along with a questionnaire. The main objective was to test the tone and style of the material. There were variations in the result, but the majority found the material friendly and readable. The second test was an in-house test with three participants. Three sample units of the material was used, and the main objective was to test the usability of the material and the test subjects’ perceived learning process. The usability of the material varied with the three test subjects and depended on their technological prerequisites and reading comprehension in English. All test subjects responded positively to their perceived learning outcome.

    The following conclusions were drawn: the open learning material has the potential to promote autonomous and self-directed learners and can be used as a basis for further development – such as web-based courses and teacher-led classes.

    The open learning material as a whole and the results and analysis from the tests are included as appendices.

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  • 4.
    Ahmed, Helin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Utvärdering av en digital internutbildning för hållbar utveckling inom byggbranschen2024Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In the construction sector, education and knowledge transfer play a significant role in promoting sustainability. The impact of the training depends on its implementation and context. A careful evaluation of the use and effectiveness of training is essential to optimize results and provide the necessary knowledge and skills to address sustainability challenges. Unfortunately, a lack of balance between environmental, economic and social aspects in sustainability education can limit the individual's opportunities to effectively deal with sustainability issues in practice. In order to successfully promote sustainability in the construction sector, a deeper understanding of the implementation of education and the integration of knowledge into the work of employees is required. The study aims to investigate how a digital internal training in sustainable development at a large Swedish construction company can be designed and implemented to create opportunities for developed professional practice in the construction industry. Based on this, a qualitative and quantitative data collection method has been implemented to address the study's questions, and various sources have also been used to conduct a literature study. A thematic analysis of the study's qualitative data resulted in a total of twelve themes after interviews with selected individuals with various positions at the construction company were conducted. The results show that there are shortcomings with the construction company's digital sustainability training, which contributes to the fact that the employees do not get the opportunity to develop the desired knowledge, abilities and attitudes in order to achieve the purpose of the training and accomplish sustainable business. A number of central aspects that influence the success and relevance of the training for both the employees and the company as a whole have been identified, which provides valuable insights for future training strategies. These aspects include a lack of social interaction where a community of inquiry is not promoted, outdated content that does not have clear connections to practical sustainability work and a lack of follow-up steps. This resulted in an improvement proposal with parameters that can be addressed and implemented within the training to meet the needs of the construction company, satisfy the needs of employees and achieve high customer satisfaction.

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  • 5.
    Ahmed, Noor
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Elevers förståelse av bråktal: som ett tal som har ett eget värde på tallinjen2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to get insight into how the pupils in years 7 and 8 understand equivalent fractions, reducing and raising, and into how they interpret the connections between raising and multiplication and between reducing and division. The aim was also to investigate pupils' knowledge of fractional aspects with a focus on fraction as a number that has its own value on the number line. The study was based on theoretical models of how fractions can be understood, theories of learning and previous research into similar issues. The approach chosen was multi-method research, which includes quantitative methods in the collection and analysis of questionnaires and qualitative methods in the collection and analysis of interviews with pupils. Both the pupils' solutions and answers to the questions in the questionnaire and the interviews they provided gave very useful qualitative information to analyse. The analysis answered my questions, and I obtained an insight into how the pupils in years 7 and 8 understand equivalent fractions, reducing and raising as concepts and calculation methods. Through the pupils' solutions and answers, I gleaned an insight into the way in which the pupils think and see mathematics, specifically in fractions. The study indicated that pupils have sufficient knowledge of fractions as a part of a whole, while shortfalls in knowledge were identified in some pupils not mastering the concept of fractions or what numerators and denominators represent. The study also showed that some pupils have insufficient knowledge of equivalent fractions and the fact that fractions can be written in an infinite number of ways without this changing the value. In addition, they had difficulty with raising and reducing. Understanding all these concepts is necessary for pupils to operate effectively with fractions. The areas where they lacked knowledge led them to use incorrect strategies when dealing with fractions in the data. Incorrect strategies were identified pupils using their old knowledge of natural numbers and trying to adapt the answers to the new situation.

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  • 6.
    Ahnfeldt Grubb, Hanna
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Mehrabadi, Nima
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Spela och studera: En studie om hur spelifiering kan användas i digitala studieplaner för att förändra motivation och engagemang bland universitetsstudenter2024Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    There has been a growing interest in how gamification, a concept in which game elements are implemented in digital non-game environments, can be used in education and to create motivation and engagement in e-learning platforms, for example in the case of a digital study plan. This research has attempted to answer how gamification can be used in digital study plans to increase the sense of motivation and engagement among university students, and help to give them guidance in their studies. Working with the e-learning platform Kollin, gamified elements were developed onto one of their complete study plans in a university mathematics course. Two gamification frameworks were used throughout this research, one from Huotari and Hamari and one from Lee & Hammer which has been named the “CES” framework. Students at the Royal Institute of Technology who used either of the study plans, were asked to partake in a survey about the study plan. Answers from open-ended questions provided intricate results which were analyzed thematically based on the CES framework’s cognitive-, emotional- and social factors for motivational aspects in gamification. The results showed that students had a positive attitude to how some gamified implementations helped by providing guidance, for example through increasing the material’s structure and clarity. Furthermore, the results showed how quick and positive feedback as well as higher level of interactivity helped change the engagement in the use of the study plan. Integrating gamification has also shown to be an effective way of increasing university students’ motivation, through for example clarifying the user’s progres.. Some of the services implemented such as automatic selection of assignments, automatic assignment correction, and a leaderboard, were found to require more further well thought out technical implementations to not risk creating frustration or demotivation.

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  • 7.
    Al-Bayati, Luma
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Eddnan Husein, Aliaa
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Föräldrars engagemang och påverkan på barns motivation i matematik2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to form an idea of and gain an understanding of what motivates and helps students in primary school to study mathematics. We have also been interested in finding out which factors influence their interest in mathematics and what role the parents have in the motivation to study mathematics. The study is based on a survey of 34 students with parents and interviews with four teachers. The results show that teachers and parents have a great influence on students' motivation and knowledge acquisition in mathematics. Based on the form of teaching in the classroom and parental involvement, students can be better motivated in their mathematics studies. The results from the study show that self-confidence is a decisive factor for the achievement in mathematics among primary school students. As parents and teachers work with the children's self-confidence in the subject of mathematics, it contributes to motivation to continue to calculate mathematics tasks, which in turn leads to development and better knowledge acquisition. What we also saw as a development potential, which can contribute to better motivation and increase knowledge acquisition among students, is cooperation between school and home. This means that increased cooperation between teachers and parents indicates to the children that both parties are on the same page and shows the importance of the school to the children. Something that emerged in the survey that there is a shortage today and both teachers and parents want to work on and develop.

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  • 8.
    Aldenholt, Robin
    KTH, School of Education and Communication in Engineering Science (ECE).
    Hydrogen fuel cells for the development of a sustainable society: A case study on opinions and pedagogics regarding hydrogen fuel cells in Sandviken2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Last couple of years’ vehicles propelled by electricity generated from a hydrogen fuel cell has

    emerged as an alternative to the fossil fuel vehicles, so that the greenhouse gas emissions

    causing climate change can decrease. In Sandviken, a collaboration between the municipality,

    Sandvik AB and AGA has resulted in a hydrogen refuelling station, only the fourth in

    Sweden. As the knowledge and awareness of hydrogen fuel cells is unknown Sandvik AB

    wants to investigate what the general opinion and knowledge is but more importantly, how

    can pedagogical theories be used to increase awareness and knowledge.

    The purpose of this thesis is therefore to examine what the population of Sandviken think of a

    development of a hydrogen society as well as climate change and the concept of sustainable

    development. Based on the found status of knowledge and awareness in these issues a couple

    of tools and actions are suggested on how to increase general knowledge and awareness,

    applicable both for schools and organisations outside school.

    The method used to fulfil the purpose was a survey that was sent out to people employed at

    Sandviken municipality and Sandvik AB. The survey results were analysed to see which

    factors correlate with a likelihood to support a hydrogen society development. That is used to

    see what approach to use when educating people about hydrogen and sustainable

    development.

    The results show that people in Sandviken were very positive about the hydrogen refuelling

    station, and the level of knowledge people had did not significantly affect how much support

    they showed. However, the people’s support for a hydrogen development is greatly affected

    by the fact that a refuelling station has been built. Therefore, the result that the level of

    hydrogen knowledge seems irrelevant should not be taken as a general fact true for all

    societies.

    When educating people about hydrogen one should put emphasis on raising awareness and

    knowledge in sustainable development and climate change, since that has a positive effect on

    the likelihood to support a hydrogen development. This could be done via a, in this report

    constructed, SSI case (socio-scientific issues) that can be adjusted to fit environments and

    occasions outside school.

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  • 9.
    Alf, Christoffer
    KTH, School of Education and Communication in Engineering Science (ECE).
    Erfarande av museiutställningar med hjälp av virtuell verklighet2017Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This master thesis investigates the museum exhibition Royal Wedding Dresses at the Stockholm castle. This exhibition was temporary and closed in April 2017. The overall purpose is to map what can be done in order to raise interest and create meaning in a broader audience including younger people to take part in the exhibition, and create meaning of it after it has been closed down. An additional purpose is to investigate how, why, and whom the museum exhibition Royal Wedding Dresses can interest using virtual reality (VR), after the end of the exhibition.

    In this survey, a literature study, interviews and observations are performed regarding the exhibition Royal Wedding Dresses. This is the basis for developing a VR application prototype where major parts of the exhibition are included. Finally, the application is evaluated for technical interaction and how the virtual visit has been evaluated, to assess whether VR can create interest in, and develop, the exhibition for a wider audience.

    The result indicates that the application has good technical interaction, but the original exhibition does not encourage the visitor to experience it, and the application is unable to develop it in this regard. The application will not be more interesting for a younger audience than its content. With the help of aspects of serious gaming and social interaction, as well as future studies on the subject with more respondents and an expanded perspective, it may be possible to overcome these limitations. If technical interaction and social interaction can be integrated, the experience can also be developed and be put in a meaningful context that encourages experience and better retention of the virtual visit.

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  • 10. Alghamdi, F.
    et al.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Nylén, A.
    Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia2018In: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia, Springer, 2018, Vol. 11169, p. 129-140Conference paper (Refereed)
    Abstract [en]

    The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

  • 11.
    Al-Ghorabi, Marianne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Enhancing the degradation rate of microplastics and organizing a study visit about sustainability2020Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Microplastics take hundreds to thousands of years to degrade in nature, and pose a threat to the environment. A photocatalytical degradation method have been developed to take advantage of solar light to degrade microplastics, however it takes several months to degrade microplastics with the process. The purpose of this study is to enhance the degradation rate of microplastics by synthesizing a material where photocatalysis is combined with Fenton reaction. A material with zinc oxide nanorods coated with tin oxide and decorated with iron particles (𝑍𝑛𝑂/𝑆𝑛𝑂2/𝐹𝑒0) was synthesized and used to degrade methylene blue, polystyrene and polypropylene. The result show that the degradation rate with a 𝑍𝑛𝑂/𝑆𝑛𝑂2/𝐹𝑒0 – sample is faster than with a 𝑍𝑛𝑂 – sample, and that it can be used to degrade polystyrene and polypropylene.Students’ view on researchers can affect the development of their interest and attitude towards science. Study visits to laboratories have been used to increase students’ interest and give them new experiences. The purpose of this study is to investigate what and how high school students learn during a study visit to a nanotechnology laboratory, and how the study visit affects high school students’ interest and motivation for research and learning. A study visit with 5 stations was organized, and students were given a questionnaire about what they learned during the study visit. Thematic analysis was used to analyze the students’ answers. The result shows that the study visit increased students’ interest in research, and the importance of designing stations so that they are connected to students’ previous knowledge and are within their proximal development zone.

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  • 12.
    Alin, Felix
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lifelong learning at Scania and KTH: A qualitative study on community of practice as a learning method in contract education2023Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This degree project examines the feasibility of implementing a community of practice within the contract education course ”Sustainable Transport Systems” offered at KTH Royal Institute of Sweden in collaboration with Scania. This degree project aims to investigate if it would be possible to increase participation in the course by creating study circles led by circle leaders who have completed the course. Four interviews were conducted and analyzed using thematic analysis, leading to the identification of four themes. A beta test was then conducted with 15 Scania employees who had yet to take the course, in which they participated in two condensed modules led by a circle leader. Results suggest a potential for implementing a community of practice, as circle leaders and employees saw value in the format and appreciated the opportunities for discussion and reflection on sustainability. The proposed concept is that the course serves as an introduction to a community of practice focusing on sustainability at Scania, where an attitude towards sustainability is developed and concrete improvement proposals for sustainability work are created through the course’s projects.

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  • 13.
    Alkass Potros, Steve Khalil Abdulmasih
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Främja datalogiskt tänkande hos gymnasieelever: Design, implementation och utvärdering av laborationsmoment med fokus på att använda ChatGPT2024Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The project intended to develop laboratory elements that promote computer logical thinking in high school students, extract insights into how the use of the AI tool specifically affects their computer logical thinking, as well as which key computer logical abilities the students use and how this affects their problem-solving ability. The research process began with a comprehensive review of existing literature to identify effective methods to promote computational thinking and create two laboratory sessions. Afterwards, labs are carried out where ChatGPT is integrated as a tool in the students' learning. The study used case studies as a qualitative research design with collection methods such as observation, audio recordings, student solutions and subsequent interviews. Furthermore, thematic analysis was used as a method for analyzing the data, where the data logical thinking key skills made up the different themes. One of the main observations from the studies is that although ChatGPT can offer direct assistants in the problem-solving process, there is a risk that students' active engagement in the fundamental key skills of computational thinking may decrease. This insight underscores the importance of finding a balanced use of AI technologies in education, to ensure that these tools contribute to enhancing students' critical thinking and problem solving rather than impairing them. Furthermore, the results indicate that the more computational thinking key skills the students exhibit, the greater the probability that they will arrive at a correct solution. The results of this survey provide a valuable perspective for educators and teachers on how to design their computer science education to better prepare students for the technological challenges of the future. By focusing on developing a solid foundation in computational thinking, the education system can effectively equip future generations with the tools and skills required to navigate an increasingly digitized world.

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  • 14.
    Altayy, Fares
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Schmied, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Stimulering av kritiskt tänkande och kollaboration i en programmeringsorienterad fysik- och matematiklaboration: En fallstudie med studenter från programmet Teknisktbasår (KTH)2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This work aims to develop a proposal for educational material in the form of a programming-oriented Physics and Mathematics lab. The target group is mainly students from the second semester in the Technical Preparatory Year program (KTH), but also students of equivalent knowledge level (for example, students in the upper secondary school- natural science program). The lab was designed to create opportunity for students to:1) apply critical thinking, 2) demonstrate collaboration, 3) increase subject understanding. The proposed educational material comprises computational physics, where a non linear differential equation derived from a mathematical pendulum is solved using numerical methods. The exercises in the lab were formulated with critical thinking in mind and pair programming was used as the context for collaboration. In this paper 1) and 2) were investigated in an educational setting with students from the second semester of the Technical Preporatory Year (KTH). The conversations of four student groups were recorded and a content analysis was performed on the transcriptions of the audio recordings. A pattern matching method was used to strengthen the conclusions. Based on the results of the research project, we found that the theoretical proposition that the construction of the laboratory work has contributed to the collaboration and application of critical thinking by the students,has been strengthened.

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  • 15.
    Altayy, Yasmina
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Antoun, Haidi
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Utformning och utvärdering av laborationsmoment för stimulering av datalogiskt tänkande bland gymnasieelever2024Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study, which is conducted in collaboration with K-ULF, designs and evaluates a laboratory exercise for high school students enrolled in the programming 1 course (or any similar courses), with a focus on stimulating acquisition of computational thinking concepts. A literature overview was performed to identify a relevant framework for designing the programming laboratory moment. The chosen framework, which is the result of the literature overview, emphasized the application of different steps, including defining computational thinking, identifying related concepts, providing examples of techniques representing these concepts, and conducting evaluation. The study is conducted in the form of a case study, wherein the laboratory was conducted with agroup of 20 students. Two Python tasks, Task A (without chatGPT) and Task B (with chatGPT) were designed to stimulate computational thinking concepts and were solved by the students inpairs. During the laboratory, the students' discussions were audio recorded, and they also provided written explanations of their problem-solving methods. The data, comprising audio recordings and written materials, were analyzed using specific techniques and patterns identified within the framework. The study employed a pattern matching method to draw conclusions based on the analyzed data. The results indicated that students solving Task A demonstrated emergence of all computational thinking concepts (indications). On the other hand, students who worked on task B showed emergence of computational thinking indicators mainly through their recorded audio discussions but not in their written solutions.

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  • 16.
    Altoumaimi, Rasha
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Om Ezzine, Abir
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Geometriundervisning med digitala verktyg, årskurs 7 – 9: En studie kring högstadielärares syn på användning av digitala verktyg i geometriundervisning och dess påverkan på elevers lärande2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to execute digital tools in mathematics teaching. The study focuses its attention on how teachers choose the type of the digital tools and carry out mathematics teaching, especially in the subject of geometry. As a future teacher, it will be interesting to investigate the teachers’ views concerning the effect of digitizing on their teaching and students’ learning, as well as the teacher's choice of teaching methods and the design of the teaching within that method, will depend on the lessons of geometry where the use of digital technology is the focus in the classroom. The empirical materials were collected through interviews with seven teachers from three different schools. The data were analyzed with a focus on the ways by which teachers employ digital tools to support and work with mathematical content.

    The theoretical frameworks in our study are the SAMR model (SAMR is an acronym that stands for four English concepts Substitution, Augmentation, Modification, and Redefinition) that describes how digital tools are used at different stages in teaching and Drijver's orchestration type to identify different teaching methods and describe their characteristics. The results based on the interviews show that most teachers meet requirements for reaching step three in the SAMR model. The study also shows an overview of different teaching methods in mathematics teaching where digital technology is used. The results also show that the teachers utilize several types of orchestration in the work with the subject of geometry in their teaching. In total, this study shows that teachers use up to five different types of orchestration.

    Generally, all teachers have positive opinions concerning the employment of digital technology in mathematics education, and the utilities of digitization that they spotlight include assisting and supporting students' mathematical knowledge as well as developing their understanding of geometric concepts.

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  • 17.
    Altunsaray, Kismet
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Tekniklärares uppfattningar om undervisning i skiss- och ritteknik inom årskurs 7–9: En fenomenografisk studie2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This degree project investigates teachers’ perceptions of sketch-drawing techniques in secondary schools. This study aims to examine how teachers perceive teaching methods linked to sketch-drawing techniques within technics classes in secondary schools. The purpose of the study is to answer the following questions:1. How do teachers in technic class teach sketch-drawing techniques in secondary schools, grades 7-9? 2. How do the teachers experience and perceive the teaching? To find out which perceptions teachers have about sketch-drawing techniques, five questions were asked to the teachers who teach technics classes in grades 7-9. The purpose of the study was not to analyze teachers´ knowledge rather it was to analyze the technics teachers’ perceptions, descriptions, views, and experiences when they teach different sketch-drawing techniques in secondary classes. Six different technic class teachers who work at different schools were interviewed, and a phenomenographic analysis model was implemented to process the collected data from the interviews. In addition, a qualitative interview is used with the interviewees. According to the teachers' descriptions, most teachers teach sketching and hand drawing, but fewer teachers teach both hand and digital drawing. All the teachers agree that hand and digital drawing must be combined in teaching to achieve the learning outcomes based on the central content for grades 7–9. According to the teachers, it is important to arouse the students' technical interest by letting them use different methods for sketching and drawing techniques. Finally, it also appears that the teachers have common perceptions about the advantages and disadvantages of both techniques. They point out, among other things, whether the students experience similar difficulties in teaching and how this affects the students' learning.

  • 18.
    Amadasun, Opeyemi
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kunskapskravens värdeord: En studie om hur kunskapskraven i teknik tolkas och tillämpas av tekniklärare på högstadiet2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Assessment and grading are essential to measure and follow up students’ learning. It is an essential part of the teacher’s role to assess and grade student’s demonstrated knowledge. This is expected to be done in relation to the knowledge requirements. The knowledge requirements describe what is considered acceptable knowledge of students’ learning and is characterized by the so-called value words. The knowledge requirements therefore need to be interpreted by the teacher in order for grades to be set based on equity for all students. This study examines teachers’ interpretation of the knowledge requirements and how teachers use their interpretation in assessment. The study intends to answer the following questions:

    How do technology teachers perceive the knowledge requirements and how do they interpret the value words of the knowledge requirements? And how do teachers use their interpretation of the knowledge requirements in assessment and grading? And what difficulties do teachers experience with assessment and grading in the subject of technology?

    To answer the research questions, five technology teachers in upper secondary school were interviewed. A qualitative analysis method called constant comparative method has been used to analyze the data collected from the interviews. This study is limited to the value words of the knowledge requirement which describes the level of student’s reasoning ability. The concerned value words are: ‘‘simple and to some extent’’ informed reasoning for grade E, ‘‘well developed and relatively well’’ informed reasoning for grade C and ‘‘well developed and well’’ informed reasoning for grade A (Skolverket, 2018). The results show that technology teachers feel that the knowledge requirements in technology are difficult to interpret. Despite this, the teachers interpret the value words for grades E and C alike while there were differences in how teachers interpret the value word for grade A. The results also show that science subjects have a great influence on assessment and grading in technology as teachers base their assessment of students’ knowledge on the National Agency for Education’s material for science subjects simply because teachers believe the National Agency for Education’s material in science is clearer and easier to relate to in assessment practice.

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  • 19.
    Ampadu, Ernest
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Amponsah, Samuel
    Thomas, Michael
    Professional development among in-service teachers: motivational factors, pathways and coping strategies2021In: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, ISSN ISSN 0013-1911Article in journal (Refereed)
    Abstract [en]

    While research indicates that teachers’ continuing professional development (TCPD) is highly significant for the successful implementation of effective classroom instruction, few research studies to date have explored the role of TCPD in Ghana. This paper aims to map the pathways of TCPD for in-service teachers in Ghana while exploring the motivations and coping strategies of these adult learners. The study employs a cross-sectional survey design in which 45 students enrolled in an MA Education programme were trained to collect data from 352 in-service teachers in 310 schools using a semi-structured questionnaire as the data collection instrument. The data from the study were analysed using both descriptive and inferential statistics. The results from the study show that subject matter, knowledge of curriculum, and assessment knowledge were the three most important factors behind the teachers’ motivation to participate in CPD. Moreover, the analysis of the coping strategies of the in-service teachers suggests that there was little or no institutional support for them. In addition to this, despite the significant role mentorship plays in ensuring effective teaching and learning, the overwhelming majority of the teachers saw mentoring and exchange programmes as one of the least important forms of CPD opportunities available. Recommendations from the study indicate that teachers’ professional autonomy and the disparity between the professional values and skills demanded in 21st-century education cannot be underestimated and that more research is required on how to design CPD programmes that will provide Ghanaian in-service teachers with the creative and innovative skills they require. 

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  • 20.
    Ampadu, Ernest
    et al.
    Department of Teacher Education, School of Education and Leadership, University of Ghana, P.O. Box LG 1181, Accra, Ghana.
    Kwame Butakor, Paul
    Amponsah, Samuel
    Yeboah, Rita
    Exploring the professional identities of pre-service teachers' studying at the University of Ghana2021In: International Journal of Education Economics and Development, ISSN 17595673Article in journal (Refereed)
    Abstract [en]

    The success of any educational system depends on how it is organised and the extent to which the stakeholders especially teachers accept and own it. The purpose of this study was to investigate pre-service teachers' (N = 58) professional identities using a qualitative approach where teachers were asked to produce a pen portrait of the perceived identities using open-ended questionnaires and drawings. The result from this study shows that the individual teacher's personal characteristics are paramount in shaping his/her personal identity. Teachers in our study generally described themselves as teachers who are working hard to help learners understand themselves and provide effective learning opportunities for students to excel and develop inherent capabilities. It is a great asset to have teachers who see themselves as agents of change rather than custodians of knowledge. It is important to have reflective dialogues with teachers to understand these personal characteristics that shape their identities.

  • 21.
    Ampadu, Ernest
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Learning in Stem.
    Ottergren, Elin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    From Physical to Hybrid: Listening to Swedish Mathematics Teachers’ Views About Their Teaching and Assessment Practices2023In: Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era, IGI Global, 2023, p. 87-105Chapter in book (Refereed)
    Abstract [en]

    This study explores Swedish mathematics teachers teaching and assessing practices as different hybrid teaching methods were implemented. Data were collected from 51 teachers in the Stockholm region using an open-ended questionnaire. Teachers experienced a developmental leap involving both pedagogical adaptation and the use of technological tools when adapting to hybrid teaching. Quality dialogues, structure and learner autonomy, as well as the integrity of assessment practices were issues of major concern, as most students experienced online and hybrid learning for the first time with limited preparation.

    These adaptation processes led to an increase in transactional distance, which in turn affected students’ autonomy and achievement. The results also show that the reliance on summative assessment became the new normal practice inconsistent with the Swedish way of teaching and assessing student learning. To enjoy the full advantages of hybrid teaching, there is a need to put measures in place to reduce the transactional distance to help improve students’ autonomy and achievement.

  • 22.
    Andersson, Erik
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Aziz, David
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Förebygga vilseledande genom examinationens funktioner: En intervjustudie av matematiklärares uppfattningar om vilseledande och examination samt dess skillnad på distans2021Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Covid-19 pandemic resulted in universities converting to distance education. This change has resulted in an increase of attempts to deceive on digital distance examinations. The aim of this study is to investigate how math teachers within a technical faculty experience students' deceit and  how this experience together with previous research can be used to prevent and counteract students' will to deceive. In order to investigate the teachers' experience, nine semi-structure dinterviews were performed with teachers that have been examiner in first cycle mathematics courses on a technical faculty. An inductive thematic analysis was applied to analyze the content from the transcriptions, which resulted in six themes. These themes were named the following: Types of deceiving, Reasons for deceiving, Construction of assessment, View of Different measures, Progress of courses and Reasons for changelessness, Everything based on the interviewed teachers perception. The goal of the study was to create a guide that will act as a template for teachers when planning their assessments. Teachers can, with the help of the guide, get more suggestions on how to construct different assessments to minimize students rationalizing deceit. The content that is presented in the guide is based on the perspective of Cultivating Community of Practice (CCPA). The guide has the following headers: Oral assessment, Written assessment and lastly Continuous assessment. Under each headline there is a description of the respective type of assessment followed by pros and cons with that type of assessment. Finally, practical applications of the recommendations are presented in the Appendix. Results from the thematic analysis were discussed further with the help of previous research and from this discussion the guide was constructed. Teachers' perceptions on students' deceit in firstcycle mathematics courses was compared with previous research based on the themes from the thematic analysis.

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  • 23.
    Andersson, Lina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Medborgarforskning: En miljöutbildning för allmänheten?2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to study the behavioral changes in participants in the citizen science project

    "Växtkalendern". The purpose is also to study how the citizen science project "Växtkalendern" can influence the gap between awareness and action in terms of climate change issues, so-called action gap, among the participants. The study is conducted based on an abductive approach, where the empiric material influences the literature study and vice-versa. The relevant empirical was collected through a survey sent out to all the participants in the project "Växtkalendern". In addition, interviews and discussions with specialists in the field of citizen science research have been conducted.

    The results shows that the citizen science project

    "Växtkalendern" has potential to influence participants. The survey revealed that the participants felt that the opportunity to assist research was clearly the most important reason for participation. Using the theoretical standing points and the empirical material, the citizen science project ability to create behavioral changes in the participants in terms of climate change issues was analyzed. The study shows that the gap between awareness and action can be reduced with the help of citizen science as participants experienced increased awareness and a changing behavior through participation in the project "Växtkalendern".

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  • 24.
    Andersson, Magnus
    KTH, School of Engineering Sciences (SCI), Applied Physics, Materials and Nanophysics.
    Hur får vi studenter i grundläggande kurser att lägga ned det arbete som krävs?2020In: Bidrag från 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar / [ed] Lennart Pettersson och Karin Bolldén, 2020, p. 203-204Conference paper (Refereed)
    Abstract [sv]

    Jag och mina kollegor upplever att många studenter idag inte går på föreläsningar eller deltar i annan undervisning på grundkurser. När de sedan efter kursens slut tillfrågas hur många timmar de har lagt ned på densamma, är det många som anger ett timantal som ligger under det som förväntas av dem enligt kursens poängtal. Samtidigt ser vi att tentamensresultaten försämras. Detta leder i sin tur till en låg genomströmning eller i allra värsta fall till att kurskraven sänks. Här visar jag ett illustrativa exempel på hur kursaktivitet korrelarar med tentamensresultat, redovisar vad jag har funnit i forskningslitteraturen om detta samt ställer frågan vad vi som lärare bör göra för att förbättra situationen.

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  • 25.
    Andersson, Marcus
    et al.
    KTH, School of Engineering Sciences (SCI).
    Femzén, Jimmie
    KTH, School of Engineering Sciences (SCI).
    Global Learning at Ericsson: how to improve knowledge management and competence build-up2007Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis is organized in three different parts. In the first part Ericsson’s methods fordeveloping and deploying the existing knowledge are analyzed. In the second part we analyzethe competence build-up for consultants within a technical domain that is constantly evolving.The third part is an evaluation, on an overview level, of a new organizational concept thatEricsson launched. The concept is a way to globally manage knowledge and competencewithin different technical domains. The concept is called Global Competence Center.The method applied was interviews, as a first step to learn about the subject and also forourselves to get to know the organization in which we conducted our research. Interviewswere also used in order to answer our research questions. The employees gave their view onwhat makes learning more efficient. Examples are hands-on, reality based and problemoriented tasks. This was combined with studies of literature and our own experiences oflearning.Our study shows that a combination of different methods for developing and deployingknowledge and building competence seems to be most suitable. This is based on theinterviewees’ experiences and the principles of a theory about adult learning called andragogy.From the interviews, we also received suggestions about work improvements for theconsultants’ work roles. A competence program was developed for the building ofcompetence amongst consultants. The program uses case studies and mentorship as two of themethods, which both apply to the theory of andragogy.

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  • 26.
    Andersson, Mikaela
    KTH, School of Engineering Sciences (SCI).
    Fyra uppdrag om människokroppen för grundskolans senare år2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Recent studies show that the knowledge in and understanding of science, technology andmathematics of Swedish junior high school and high school students is decreasing. As a resultof this the Swedish government has initialized several studies, research and reforms. One ofthe theories for teaching that today is seen as effective is the socio-cultural perspective and itsdescendants, including scientific inquiry. Using the pedagogy of the socio-cultural perspectivefour assignments regarding the human body was constructed for junior high school studentsattending summer research school in the summer of 2008, hosted by AstraZeneca. Theassignments follow a structure (goal of assignment, preparations, experiment and follow-up)inspired by the concept of NTA – Naturvetenskap och Teknik för Alla (Science andTechnology for everyone). The assignments can be found (in Swedish) as an appendix to thispaper. The assignments were evaluated and assessed through the observations made by theteacher and two questionnaires separated by six months. Results showed that three of the fourassignments had fulfilled the aim of making the students interested and engaged in scientificquestions. The forth had only partially achieved this, mostly due to a silent, built-in structureexpecting to generate certain knowledge in the students. This contradicts the socio-culturalperspective where new knowledge should be derived from what students already know.Seeing as the socio-cultural perspective was effective when using the other three assignmentsthis study shows that assignments constructed with a socio-cultural perspective are usefulwhen teaching science in junior high school.Nyckelord

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  • 27.
    André, Jonas
    KTH, School of Education and Communication in Engineering Science (ECE).
    Programvaruutveckling för en elektromagnetisk skanner med fokus på användaren, användarstudier och inlärning2014Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The project was based on a request to improve an already existing program and hardware at the electrical engineering department at the royal institute of technology. For maximum ease of use, tests have been done on students to properly design the program for what it is meant to be used for. These tests have been transcribed and analysed, then brought back to the group in a discussion and then transcribed and analysed again, I call this process the ‘four step process’ (this process is presented and explained in chapter 6.4.). A part of this master thesis was also to analyse the four step process to enhance validity of this research.

    The project resulted in a new program with a new graphical view and features to help students and researchers to work with the technical tool for electromagnetic readings of planar objects. Because users of the program have been a big part of the development of the program, the finished product has been designed according to their requirements and to facilitate their work.

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  • 28.
    André, Kristina
    KTH, School of Engineering Sciences (SCI).
    En undersökning av naturligt förekommande radioaktiva ämnen och metaller i dricksvattnet från enskilda bergborrade brunnar runt Siljansringen iDalarna2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
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  • 29.
    Antaris, Stefanos
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Computer Science, Software and Computer systems, SCS. Hive Streaming AB, Stockholm, Sweden..
    Rafailidis, Dimitrios
    Univ Thessaly, Volos, Greece..
    Girdzijauskas, Sarunas
    KTH, School of Electrical Engineering and Computer Science (EECS), Computer Science, Software and Computer systems, SCS.
    A Deep Graph Reinforcement Learning Model for Improving User Experience in Live Video Streaming2021In: 2021 IEEE INTERNATIONAL CONFERENCE ON BIG DATA (BIG DATA) / [ed] Chen, Y Ludwig, H Tu, Y Fayyad, U Zhu, X Hu, X Byna, S Liu, X Zhang, J Pan, S Papalexakis, V Wang, J Cuzzocrea, A Ordonez, C, Institute of Electrical and Electronics Engineers (IEEE) , 2021, p. 1787-1796Conference paper (Refereed)
    Abstract [en]

    In this paper we present a deep graph reinforcement learning model to predict and improve the user experience during a live video streaming event, orchestrated by an agent/tracker. We first formulate the user experience prediction problem as a classification task, accounting for the fact that most of the viewers at the beginning of an event have poor quality of experience due to low-bandwidth connections and limited interactions with the tracker. In our model we consider different factors that influence the quality of user experience and train the proposed model on diverse state-action transitions when viewers interact with the tracker. In addition, provided that past events have various user experience characteristics we follow a gradient boosting strategy to compute a global model that learns from different events. Our experiments with three real-world datasets of live video streaming events demonstrate the superiority of the proposed model against several baseline strategies. Moreover, as the majority of the viewers at the beginning of an event has poor experience, we show that our model can significantly increase the number of viewers with high quality experience by at least 75% over the first streaming minutes. Our evaluation datasets and implementation are publicly available at https://publicresearch.z13.web.core.windows.net

  • 30.
    Apiola, Mikko
    et al.
    Univ Turku, Dept Comp, Turku 20500, Finland..
    Lopez-Pernas, Sonsoles
    Univ Politecn Madrid, ETSI Sistemas Informat, Dept Sistemas Informat, Madrid 28031, Spain..
    Saqr, Mohammed
    Univ Eastern Finland, Sch Comp, Joensuu 80101, Finland..
    Pears, Arnold
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Daniels, Mats
    Uppsala Univ, Dept Informat Technol, S-75105 Uppsala, Sweden..
    Malmi, Lauri
    Aalto Univ, Dept Comp Sci, Aalto 00076, Finland..
    Tedre, Matti
    Univ Eastern Finland, Sch Comp, Joensuu 80101, Finland..
    From a National Meeting to an International Conference: A Scientometric Case Study of a Finnish Computing Education Conference2022In: IEEE Access, E-ISSN 2169-3536, Vol. 10, p. 66576-66588Article in journal (Refereed)
    Abstract [en]

    Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education

  • 31.
    Arpi, Tanya
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kemilaborationernas dilemma – lärares visioner och verklighet2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Natural science is of great importance to economics, people's lives and health as well as our environment. In order to obtain both broad, general knowledge and specialized, deep knowledge, students need to study science already in primary school. In order to make students more interested in science, teaching needs to be designed in a way that arouses students' curiosity. This can be achieved, for example, by finding a good mix between practical laboratory work and theoretical sessions.This is a study of how chemistry teachers view laboratory teaching and how their view can be related to the current syllabus in chemistry. The result shows that teachers value laboratory work, but also how laboratory work does not achieve the necessary quality when teachers lack the conditions, as they perceive it, to carry out good laboratory work. In addition, it shows that teachers think that the syllabus does not attach the same level of importance as before to laboratory exercises to achieve the teaching objectives.The study is based on qualitative interviews with eight science teachers at high school level in Stockholm County.

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  • 32.
    Artjomenkov, Nikolai
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Laborativt arbete inom fourieranalys och motivation till matematikinlärning: Utvärdering och vidareutveckling av en laboration inom fourieranalys och ljudbehandling vid Vetenskapens Hus2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis investigates the ability of a lab exercise in House of Science (Vetenskapens Hus),Stockholm, to create bridges between upper-secondary school students’ knowledge, university mathematics and practical application of that knowledge, thus increasing their motivation and interest to learn more mathematics and physics. The topic of the lab exercise is Fourier analysis and its practical application in Digital Sound Processing (DSP). The lab exercise deals with mathematics, physics and IT-technology thus making the activity interdisciplinary.

    An important part of the work is also to improve this lab exercise based on the results of this study. The result is based on qualitative data from interviews, questionnaires filled by students and their teachers and also on literature studies. Some data is also collected through an iterative process of improving the lab exercise.

    This report starts with justification for conducting this work, setting the goals and objectives and formulating main questions. Then the methods, which were used in order to answer these questions, are described. The middle part of the report summarizes literature and research studies in education, interest and motivation of students and also summarizes a scientific basis for the content of the school program in Fourier analysis. Next, the development process of the school program is described. This is followed by a presentationof the results of testing the school program with upper secondary school students with regard to how their interest and motivation are affected by it. The report ends with a discussion of these results and its credibility.

    The result shows that the final version of the lab exercise, that is modified within the framework of this study, wakes students’ interest and motivation towards the topic of the exercise. The result also shows that some complex concepts (both new and those which are learned in school) become clearer for the students after the exercise which could potentiallylead to an increase in their motivation for learning the mathematics and physics in general. The problem is that the lab exercise was tested on too few classes for being able to generalize the result over the whole target group of the upper-secondary school students.

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  • 33.
    Artman, Henrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    House, David
    KTH, School of Computer Science and Communication (CSC), Speech, Music and Hearing, TMH.
    Hulten, Magnus
    Linköpings universitet.
    Designed by Engineers: An analysis of interactionaries with engineering students2015In: Designs for Learning, ISSN 1654-7608, Vol. 7, no 2, p. 28-56, article id 10.2478/dfl-2014-0062Article in journal (Refereed)
    Abstract [en]

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

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  • 34.
    Artman, Henrik
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Ramberg, R.
    Sundholm, H.
    Cerratto-Pargman, T.
    Action context and target context representations: A case study on collaborative design learning2017In: Computer Supported Collaborative Learning 2005: The Next 10 Years!, Taylor and Francis , 2017, p. 1-7Chapter in book (Other academic)
    Abstract [en]

    This paper focuses on the concept of representations produced in the context of collaborative design. More specifically, on the interplay between collaborative creation of sketches (design proposals), and argumentation and negotiation processes taking place in the design activity. The question raised in this paper is how sketches produced during a design session reflect and mediate dialogues and argumentation in the design activity and how the sketches feed into an envisioned use context or vice versa. The concepts of action contextand target context representations are introduced and used to illustrate shifts of focus during a design session. We have studied a group of students working on a design task in an interactive space for two weeks. The purpose of the study was to investigate how an environment meant to support collaborative work and learning support collaborative and creative learning of interaction design. The results indicate that students attending a course on interaction design did not pay enough attention to target representations. Furthermore the results suggest that "action context representations" to a large extent occupy student activities as a result of either complex technology or as a result of the students thrust to do something instrumental. We suggest that pedagogical programs for collaborative learning of design may relieve some of the mapping, or interplay, of design proposals and the target context representation. 

  • 35.
    Artman, Henrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Ramberg, Robert
    Tholander, Jakob
    Klas, Karlgren
    Rollen hos representationer och agerande inom interaktionsdesign2014In: Resultatdialog, Vetenskapsrådet , 2014, , p. 8p. 156-163Conference paper (Other (popular science, discussion, etc.))
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  • 36.
    Asmar, Rabi
    KTH, School of Engineering Sciences (SCI).
    Elmontörernas syn på elsäkerhet: En studie om att öka elsäkerheten i Telge Nät AB2011Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In today’s society, safety in a workplace is an important factor to any organization. Focus on improving the working conditions by making them safer through technology is taking us into a time where we rely on technology to keep us safe. How well developed the technology may be, it is still not enough to keep us entirely from harm. Human error will always be a factor in the human interaction with a workplace. This thesis is built upon existing theoretical perspectives and with empirical data collected by methods such as interviews and field observations, with the aim to shed light upon the view and attitude towards electrical safety in Telge Nät AB. My main target group is the electrical installers who develop and maintain the power distribution grid. With interventions in this targeted group I hope to start a wind of change in the organization and its view on electrical safety.This study hopes to answer questions about the electrical installers view on electrical safety and the view of the organization as a whole, this is later used to map needed measures to change and improve the safety in the organization. The result of this thesis point in the direction of the literature, where safety environment is improved by empowering the worker in the task at hand. Empowerment is a time consuming process in which the entire company needs to pull its weight, so it may be a reality and not just spoken words.

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  • 37.
    Asplund, Fredrik
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics. KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Embedded Control Systems.
    Flening, Elias
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.).
    Boundary spanning at work placements: Challenges to overcome, and ways to learn in preparation for early career engineering2021In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898Article in journal (Refereed)
    Abstract [en]

    The transition from engineering student to early career engineer is often difficult as not all skills that constitute effective engineering practice are formally taught. Work placements are suggested as a solution by providing opportunities to learn skills that academia is unable to teach. However, academic requirements for skills such as research proficiency can be overlooked in a work placement environment, since they are often seen as of little value to engineers. Nevertheless, through interviews with master’s students that have conducted their thesis projects at a firm, their experience of boundary spanning to align academic and industrial requirements has been shown to prepare them for an (early) career in engineering by providing opportunities to learn informal professional skills. As the effect is moderated by the motivation of the individual firm for offering work placements, teachers need to consider this motivation when planning and preparing a student for such a work placement.

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  • 38.
    Attorps, Simon
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Eng, Johanna
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Att undervisa om och för hållbar utveckling: Utveckling av ett ämnesövergripande övningsmaterial till gymnasiet om plast och intressekonflikter2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In Sweden, the development has gone from a fact-based environmental education to teachingon sustainable development that will not only deal with facts, but also values, feelings and the challenges facing the world. The complexity of teaching about sustainable development combined with what teachers are expected to include in their subjects puts great pressure on them, because many lack or believe they lack knowledge about sustainable development and how to teach about it. This contributes to teachers teaching about sustainable development to a lesser extent than expected from the global goals and curriculum.

    With that as a basis, this study aims to reduce that gap by developing an education material that can be used across subjects in high school. Important didactic aspects and knowledge aspects derived from interviews with active high school teachers and researchers in polymer technology. From the interviews with the teachers, it emerged that the students should be given the opportunity to discuss, see different perspectives, and that the teachers should include areas that the students care about and can relate to. The most central that emerged in the interviews with the researchers were the conflicts that revolves around plastic, such as how waste management is to be handled, distribution of land use and how responsibility for littering should be distributed. This, together with didactic research and current science onplastic, resulted in three exercises with conflicts of interest as a pervasive theme where students are given the opportunity to develop several important skills needed to achieve theglobal goals.

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  • 39.
    Aue Andersson, Gabriela
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hjortsberg, Tobias
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Genusperspektiv på två av grundskolans teknikböcker: Två textanalyser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gender equality is a central topic and it is regulated through the Swedish parliament regulations, laws against discrimination and equality laws. Swedish parliament adopted goals for Swedish language policy, which says that language usage that conserves gender roles and obscuring women in, for example, the authorities' texts and in the language used in media, workplaces and schools should be counteracted. Gender equality is also found in the in the curriculum of the elementary school and it should permeate all of the school’s activities. According to Skolverket curriculum the school also has a responsibility to prevent traditional gender patterns. The purpose of this study is to determine whether two textbooks written for the course Technology in elementary school lives up to the requirements of gender equality as stipulated in the curriculum and by the Swedish law regulations. Based on gender and sociology theory, two textbooks have been analysed. The method used in the analysis of the two selected textbooks is text analysis, in the form of a quantitative content analysis and a qualitative discourse analysis, to distinguish and look at different parts of the text and examine different phenomena such as interpretation of messages, intentions or meaning structures. The textbooks are analysed both by means of comparing how often women and men are mentioned in the texts, as well as by evaluating the adjectives and participles by which women and men are described.

    The analysis shows that men are more frequently mentioned in the texts than women are. Moreover, positive adjectives and participles are more commonly associated with the male gender. The analysis also shows that men are usually linked to the public sector by association to their professional titles, where the personal names were mostly associated with well-known scientists and inventors, who historically were mostly men. Since the men were represented more in the texts more active participles were also found associated with men. In some cases, the women in the books are much more associated to their home and family roles than their professional titles. This study concludes that the reviewed textbooks cannot be said to meet the gender equality requirements in the curriculum for the elementary school. Men are in focus and the books confirm prejudice that exists in the society against women and men. However, these books do not need to be dismissed. Teachers can use these to show and discuss the relationship between women and men in today’s society with their students. This way norms can become more developed and contribute to a more permissive climate in the future.

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  • 40. Auffret, Katja
    et al.
    Geslin, Teresa
    Kjellgren, Björn
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Freddi, Maria
    Petroniene, Saulè
    Rinder, Jamie
    KTH, School of Industrial Engineering and Management (ITM), Learning, Language and communication.
    Tual, David
    BADGE: Global competence for sustainable internationalisation in engineering education2021In: Languages for Specific Purposes in Higher Education 2021, 2021Conference paper (Refereed)
    Abstract [en]

    BADGE: Global competence for sustainable internationalisation in engineering education

    This paper presents a new Erasmus+ funded project, Becoming a digital global engineer (BADGE2020). The project is a three-year collaboration between language and communication teachers at14 technical universities and engineering departments in 12 countries, with partners representingindustry, consultants, educational organizations and students. The rationale behind the project isthe recognition of two facts: the ever-increasing need for global competence among engineeringgraduates and professionals (Parkinson 2009, OECD 2018), and the need to boost and adjustcommunication and language for specific purposes (LSP) teaching to better support sustainableinternationalisation, acknowledging multiculturality and multilingualism.The project was initiated from within a larger network of language and communication teachers attechnical universities in Europe (GELS 2020), established in 2015 to “enhance future engineers’language skills in order to prepare them for the increasingly challenging demands of a globalisedmarket”, and is divided into 8 intellectual outputs: communication course for future engineers,sustainable writing skills for engineers, e-communication skills, global competence andentrepreneurship, podcasting and video casting architecture, soft skills for engineering students,and global competence through IT and serious games.Working in 8 transnational teams, we will develop learning material ranging from course syllabiand exercises, to handbooks and pods, to be made freely available for download and localmodification as open educational resources. Furthermore, the material will be connected to asystem of digital badges that can be used as a supplement to official degree diplomas.

    References

    BAGDE (2020) The Badge Project www.thebadgeproject.eu, accessed 2020-03-25

    GELS (2020) The GELS network www.clic.eng.cam.ac.uk/news/GELS, accessed 2020-03-25

    OECD (2018) Preparing our youth for an inclusive and sustainable world. The OECD PISAglobal competence framework www.oecd.org/education/Global-competency-for-an-inclusiveworld.pdf, accessed 2020-03-25

    Parkinson, A. (2009) “The Rationale for Developing Global Competence” Online Journal forGlobal Engineering Education: Vol. 4: Iss. 2, Article 2.digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1018&context=ojgee, accessed 2020-03-25

    Note on authorship

    As equal authors and in alphabetical order: Katja Auffret (IMT Mines Albi-Carmaux, École Mines-Télécom,France), Teresa Geslin (Université de Lorraine, France), Ivana Jurković (Veleučilište u Bjelovaru, Croatia), BjörnKjellgren (KTH Royal Institute of Technology, Sweden), Freddi Maria (Università degli Studi di Pavia, Italy), SaulePetroniene (Kaunas University of Technology, Lithuania), Jamie Rinder (KTH Royal Institute of Technology,Sweden), David Tual (Cambridge University, United Kingdom).

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  • 41.
    Baalsrud Hauge, J. M.
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Engström, Alexander
    KTH, School of Industrial Engineering and Management (ITM).
    Stefan, I. A.
    Strömgren, Johanna
    KTH, School of Industrial Engineering and Management (ITM).
    Bridging educational and working environments through pervasive approaches2017In: 3rd International Joint Conference on Serious Games, JCSG 2017, Springer Verlag , 2017, p. 296-307Conference paper (Refereed)
    Abstract [en]

    In the education of mechanical engineers alternative learning methods like serious games, simulations etc. have been used in past decades to better the learning outcomes. However, a main concern is still the amount of resources used on adapting and modding games as well as the challenges related to the implementation in the class room setting. Typically a positive learning experience does not only rely on the game as such, but how good the facilitator or teacher is to change game mechanics and the narratives so that players with different learning curves, past experience and cognitive abilities all stay in flow and feel immersed. Physical simulation games played in a workshop setting often have this ability, whereas this still seems to be a challenge in digitalized games. The main purpose of this article is to identify mechanics that need to be adapted differently for different user groups in order to keep them in flow, motivated and engaged in order to have a high learning experience and how we can take advantage of technologies like VR to reduce the costs and the resources.

  • 42.
    Baalsrud Hauge, Jannicke
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Sustainable production development, Avancerad underhållsteknik och produktionslogistik. Univ Bremen, Bremer Inst Prod & Logist BIBA, Bremen, Germany..
    Clua, Esteban
    Univ Fed Fluminense, Dept Ciencia Computacao DCC, Niteroi, RJ, Brazil..
    Jaldemark, Jimmy
    Mid Sweden Univ, Dept Educ, Sundsvall, Sweden..
    Soebke, Heinrich
    Bauhaus Univ Weimar, Weimar, Germany..
    Educational Location-based Interaction PREFACE2022Other (Other academic)
  • 43.
    Baalsrud Hauge, Jannicke
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Judd, N.
    United Kingdom.
    Stefan, I. A.
    Romania.
    Stefan, A.
    Romania.
    Perspectives on Accessibility in Digital Games2018In: 17th IFIP TC 14 International Conference on Entertainment Computing, ICEC 2018 Held at the 24th IFIP World Computer Congress, WCC 2018, Springer Verlag , 2018, p. 402-406Conference paper (Refereed)
    Abstract [en]

    Gaming technologies provides new ways of learning, but even though the new technologies have unique opportunities to support different individual needs, most games are not designed for people with impairments. This is specifically a problem in a learning context in mixed groups as well as for teachers with impairments who have to use the technology for preparing their classes. This paper focuses on how to make games for learning more accessible for students and teachers with different impairments.

  • 44.
    Baalsrud Hauge, Jannicke
    et al.
    KTH, School of Industrial Engineering and Management (ITM). BIBA – Bremer Institut für Produktion und Logistik GmbH, Hochschulring 20, 28359, Bremen, Germany, Hochschulring 20.
    Söbke, Heinrich
    Bauhaus-Universität Weimar, Bauhaus-Institute for Infrastructure Solutions (b.is), Goetheplatz 7/8, 99423, Weimar, Germany, Goetheplatz 7/8.
    Duin, Heiko
    BIBA – Bremer Institut für Produktion und Logistik GmbH, Hochschulring 20, 28359, Bremen, Germany, Hochschulring 20.
    Stefan, Ioana Andreea
    Advanced Technology Systems, Str. Tineretului Nr 1., 130029, Targoviste, Romania, Str. Tineretului Nr 1..
    Göbl, Barbara
    University of Vienna, Centre for Teacher Education, Porzellangasse 4, 1090, Vienna, Austria, Porzellangasse 4; Faculty of Computer Science, University of Vienna, Währinger Straße 29, 1090, Vienna, Austria, Währinger Straße 29.
    Current Opportunities and Challenges of Digital Game-Based Learning2022In: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Springer Nature , 2022, Vol. 13477 LNCS, p. 443-450Conference paper (Refereed)
    Abstract [en]

    Digital game-based learning (DGBL) has been discussed for over 50 years. Despite countless studies over several decades, DGBL is still the exception rather than the standard in most educational contexts. A workshop at the 21st International Conference on Entertainment Computing 2022 (IFIP ICEC) in Bremen, Germany, prepares an overview of the current state of DGBL. This article provides a systematic overview of the fundamental concepts of DGBL. For this purpose, a life cycle model for learning games is proposed for structuring the overview. At each phase of the life cycle model, opportunities and challenges are identified and discussed through a literature review. Overall, the result is an overview serving as a framework for the workshop and as an orientation for the design, development, and deployment of learning games.

  • 45.
    Baars, Martine
    et al.
    Erasmus Univ, Rotterdam, Netherlands..
    Viberg, Olga
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Mobile Learning to Support Self- Regulated Learning: A Theoretical Review2022In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 14, no 4Article, review/survey (Refereed)
    Abstract [en]

    This paper discusses the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support self-regulated learning (SRL). Being able to self-regulate one's own learning is important for academic success but is also challenging. Research has shown that without instructional support, students are often not able to effectively regulate their own learning. This is problematic for effective self-study and stands in the way of academic success. Providing instructional support for both metacognitive processes such as planning, monitoring, and reflection and cognitive processes such as learning strategies can help students to learn in a self-regulated way more optimally. Mobile learning provides opportunities to provide 'just in time' support for both cognitive and metacognitive processes. To provide insights into how mobile learning can support SRL, this theoretical review discusses selected studies that have used mobile learning to support SRL in different domains.

  • 46.
    Baars, Martine
    et al.
    Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, The Netherlands.
    Viberg, Olga
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Supporting metacognitive and cognitive processes during self-study through mobile learning2023In: Metacognition and Education: Future Trends, Informa UK Limited , 2023, p. 147-166Chapter in book (Other academic)
    Abstract [en]

    Being able to self-regulate one’s own learning is important for academic success, but was also found to be challenging and difficult for students. This is problematic for effective self-study and stands in the way of academic success. Metacognitive processes such as planning, monitoring and reflection are crucial to successful self-regulated learning. Yet, research has shown that without instructional support, students are often not able to effectively regulate their own learning. In relation to this, students often do not use the right learning strategies (e.g. summarising and self-testing) when engaging in self-regulated learning. Yet, providing instructional support for both metacognitive processes such as planning, monitoring and reflection, and cognitive processes such as learning strategies, can help students to learn in a self-regulated way more optimally. In this chapter, the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support both metacognitive and cognitive processes during self-regulated learning are discussed. Finally, future trends and implications for practice and research are also provided.

  • 47.
    Backolars, Mikael
    KTH, School of Engineering Sciences (SCI).
    En studie av ett grupporganiserat lärande2010Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
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  • 48. Ballatore, M. G.
    et al.
    Barman, Linda
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    De Borger, J.
    Ehlermann, J.
    Fryers, R.
    Kelly, K.
    Misiewicz, J.
    Naimi-Akbar, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Tabacco, A.
    Increasing gender diversity in STEM: A tool for raising awareness of the engineering profession2019In: ACM International Conference Proceeding Series, Association for Computing Machinery (ACM), 2019, p. 216-222Conference paper (Refereed)
    Abstract [en]

    The ANNA tool developed in the scope of the project "Increasing Gender Diversity in STEM" is an online tool that allows high school students to match their own personality, views, and expectations to those of engineering students and professional engineers. Not only does it provide easy access to role models, but it also increases awareness of what it means to be an engineer and picks up on some stereotypes associated with studying technology at the university. This EU funded Erasmus+ project helped the partners to study the gender difference in self-perception about the engineering degree. In the meantime, the data collection gives the opportunity to take a look at how students perceive their university and their degree.

  • 49.
    Banck, Filippa
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Westlin, Albin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Analysis of the Feasibility of Integrating Pellet Production to an Existing Combined Heat and Power Plant: A Case Study of Bristaverket: A Techno-Economic Analysis and an Investigation of Possibilities for Organizational Learning2024Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study explored the feasibility of integrating pellet production to the combined heat and power plant Bristaverket, owned by the energy company Stockholm Exergi, with the aim of achieving a more energy and resource efficient process. The study was divided into three parts: development of a technical process, evaluation of techno-economic performance, and examination of organizational learning opportunities. A limitation of the study was to only consider the process at Bristaverket. The technical process was developed following a general modeling design process, utilizing MATLAB as software. Economic performance was assessed through investment and sensitivity analysis. Organizational learning opportunities were identified through interviews and thematic analysis using the 4I-framework. The proposed technical process involved transferring heat from Bristaverket to a 4 MW water-heated belt dryer. The annual pellet production amounted to 50.4 kilotons with 85% plant operation, and the specific energy consumption was 717 kWh/tpellet. The pellets achieved the classification I3 for industrial use and the specific production cost was 2,218 SEK/tpellet. The investment analysis was executed for three scenarios: a future scenario, a 2020 scenario and a 2023 scenario. The future scenario yielded a net present value (NPV) of 270 MSEK, an investment return rate (IRR) of 74%, and a payback time (PBT) of 1.4 years. For the 2020 scenario and 2023 scenario, the NPV was -1 MSEK and 88 MSEK, the IRR was 8% and 32%, and the PBT was 9.5 years and 3.3 years respectively. The investment was sensitive to changes in operational costs, foremost changes in pellet and wood chip prices. The study's techno-economic findings could contribute to organizational learning at Stockholm Exergi during meetings, through questions, at the final presentation, and through conversations between colleagues. Suggestions for enhancing organizational learning included establishing routines for knowledge sharing and discussions during and after thesis projects.

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  • 50.
    Bark, Carina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    To Activate, Expose and Elicit thinking: a three step journey Teacher actions and student thinking in 18 Swedish mathematics classrooms in upper secondary2023Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Today’s research, as well as current Swedish governance documents, stress the high importance of developing students’ abstract, individual and critical thinking in mathematics education. The needs for such quality thinking however stand in stark contrast to the ‘traditional mathematics education’, which cannot be expected to develop such thinking. This study suggests an evolutionary instead of revolutionary approach in leaving the old paradigm of ‘traditional education’ behind, since project support for such a transformation project is claimed to be lacking on central level while the feasibility of such a paradigm shift on individual (teacher or even school) level is claimed to be very low in today’s time-pressured reality. By investigating teacher actions which generate occurrences of activated, exposed and elicited student thinking, this study purports to suggest alternative ways forward. A series of semi-structured classroom observations, complemented with questionnaires and interviews, has therefore been carried out of 18 mathematics teachers in upper secondary level in Sweden. The study is based on empowerment theory (as well as an adaptation from the industry of an applied empowerment model), a triangulation mixed-method design was adopted and a thematic analysis, underpinned by a latent theoretical approach from an epistemologically constructionist perspective as described by Braun and Clarke (2006), was used. The study identified several occurrences of the aforementioned student thinking, as well as their corresponding teacher actions and proposes a way for organizing the actions as well as their outcome into an overarching model.

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