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  • 1.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Technology Education in Elementary School: Boys' and Girls' Interests and Attitudes2010In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, no 1, p. 33-43Article in journal (Refereed)
  • 2.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 1, p. 35-53Article in journal (Refereed)
    Abstract [en]

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

  • 3.
    Enghag, Margareta
    et al.
    Stockholms Universitet.
    Schenk, Linda
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Nanoteknik och riskbedömning som nytt kunskapsinnehåll i gymnasiets naturvetenskapliga kurser – en designstudie2016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 2, p. 218-234Article in journal (Refereed)
    Abstract [en]

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

  • 4.
    Gumaelius, Lena
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Nymark, Tanja
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    The role of ‘Teknikåttan’– a competition aimed at increasing interest in science and technology for grade 8 students.2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 2, p. 197-217Article in journal (Refereed)
    Abstract [en]

    Since 1993, Swedish technical universities have engaged 15-year-old students and their teachers in the annual tournament “Teknikåttan” (technology for students in school year eight), which is aimed at increasing students’ interest in STEM (science, technology, engineering and mathematics) subjects, as well as at making them aware of career possibilities within these areas. Given its large number of participating students, Teknikåttan offers a unique opportunity to study students’ understanding of and interest in STEM subjects by analysing the results collected for the participating students. This paper gives a description of the Teknikåttan tournament and presents an analysis of the results from the first round of the 2014 tournament. The data collected came from the answers of students in the Stockholm region. All questions were characterised according to three parameters, which were used to analyse answers to high-score and low-score questions and differences in answers according to gender. The analysis indicates that a difference exists in answers according to gender, such that boys scored higher than girls overall, but that girls scored higher in questions related to the subject of biology. Finally, a possible expansion of the analysis involving future tournaments is discussed.

  • 5.
    Gumaelius, Lena
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Nymark-Kramer, T.
    The Technology-Eight Competition: An Analysis of Year 8 Students' Quiz Results2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257Article in journal (Refereed)
  • 6. Lidar, Malena
    et al.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM).
    Lundqvist, Eva
    Almqvist, Jonas
    Undervisningstraditioner i naturvetenskaplig undervisning i relation till svenska utbildningsreformer i skolår 62019In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 2, p. 159-173Article in journal (Refereed)
    Abstract [sv]

    In this paper we survey different teaching traditions in Swedish Science Education. The purpose is to map and investigate patterns in teachers’ views of what constitutes “good” Science education in the middle years of compulsory school in Sweden. This is done with the background of a new curriculum with national testing and grading being introduced, which could potentially alter teachers’ views of what is relevant content. A web-based questionnaire to teachers all throughout Sweden (response rate 43%, N=796) was used. The results show that groups can be formed with teachers emphasizing different teaching objectives including emphasis on; scientific facts and concept, laboratory work, everyday knowledge, and political and moral questions, even though the groups had a lot of similarities. The teachers indicate that they changed their instruction to a considerable extent after the three parallel reforms carried out 2011-13.

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