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  • 1.
    de Vries, Marc
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE). Delft University of Technology.
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE).
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE).
    Pre-university Education: An introduction2016In: Pre-university Engineering Education / [ed] de Vries, M., Gumaelius, L & Skogh, I-B., Sense Publisher: Springer , 2016, 1st, p. 1-12Chapter in book (Refereed)
  • 2.
    de Vries, Marc J.
    KTH, School of Education and Communication in Engineering Science (ECE).
    Skogh, Inga-Britt (Editor)
    KTH, School of Education and Communication in Engineering Science (ECE). Delft university of Technology.
    Pre-university Engineering Education:2016Collection (editor) (Refereed)
  • 3.
    Edvardsson Björnberg, Karin
    et al.
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Strömberg, Emma
    KTH, School of Chemical Science and Engineering (CHE), Fibre and Polymer Technology.
    Integrating social sustainability in engineering education at the KTH Royal Institute of Technology2015In: International Journal of Sustainability in Higher Education, ISSN 1467-6370, E-ISSN 1758-6739, Vol. 16, no 5, p. 639-649Article in journal (Refereed)
    Abstract [en]

    Purpose - The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm. Design/methodology/approach - Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators. Findings - The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability. Practical implications - The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date. Originality/value - There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work - programme leaders and teachers - define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts.

  • 4.
    Edvardsson Björnberg, Karin
    et al.
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Strömberg, Emma
    KTH, School of Chemical Science and Engineering (CHE), Fibre and Polymer Technology.
    Integrating social sustainability into the engineering curriculum at the Royal Institute of Technology (KTH): A pilot study2013Conference paper (Other academic)
    Abstract [en]

    In recent years, significant efforts have been made at the Royal Institute of Technology (KTH) in Stockholm to integrate sustainable development in the university’s Bachelor and Master education. However, a self-evaluation study carried out in 2012 showed that many programme coordinators and teachers at KTH still struggle with how to integrate social sustainability in their programmes. Based on interviews with programme coordinators at four engineering programmes at KTH we analyse what are perceived to be the main challenges associated with integration of social sustainability in the university’s engineering education. The paper reports on data acquired through the interviews, focusing on three questions: (1) How is the concept of social sustainability defined and operationalized in the selected engineering programmes? (2) How is social sustainability taught in the selected engineering programmes (learning objectives, teaching methods, pedagogical strategies/tools)? (3) What resources (training efforts, material/tools, etc.) are (according to the informants) required in order to support teachers and programming coordinators in their professional roles as (social) sustainability educators?

  • 5.
    Gumaelius, Lena
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE).
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE).
    Pre-university Engineering Education Research at a University of Technology: A Case Study of the Pre-university Engineering Initiatives at KTH2016In: Pre-university Engineering Education / [ed] de Vries, M., Gumaelius, L. & Skogh, I-B., Sense Publisher: Springer, 2016, 1st, p. 237-260Chapter in book (Refereed)
  • 6.
    Gumaelius, Lena
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Work plans in technology: A study of technology education practice in Sweden2015In: Chatoney, M. (Ed.) Plurality and Complementarity of Approaches in Design and Technology Education, 2015Conference paper (Refereed)
  • 7.
    Hansson, Sven Ove
    et al.
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Nordlander, EdvardSkogh, Inga-BrittKTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Teknikutbildning för framtiden: Perspektiv på teknikundervisningen i grundskola och gymnasium2011Collection (editor) (Other academic)
  • 8.
    Hartell, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Criteria for Success: A study of primary teachers' assessment of e-portfolios2015In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554Article in journal (Refereed)
    Abstract [en]

    Transparency regarding criteria for success in assessment processes is challenging for most teachers. The context of this study is primary school technology education. With the purpose to establish what criteria for success teachers put forward during the act of assessment, think-aloud protocols were collected from five primary teachers during an assessment act. Results are based on content analysis of think-aloud protocols and quantitative measures of reliability in order to ascertain teachers’ motives for decision-making when assessing Year 5 pupils’ multimodal e-portfolios.

    Findings show consensus among these teachers, focusing on the execution of the task in relation to the whole, rather than to particular pieces of student work. The results confirm the importance of task design, where active learning in combination with active tutoring is an integral part, including provision of time and space for pupils to finish their work.

  • 9.
    Hartell, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Criteria for Success Emphasized by Primary Technology Teachers2014In: Technology Education: Learning for life. Volume One / [ed] Howard Middleton, Sydney Australia: Griffith University , 2014, p. 113-122Conference paper (Refereed)
    Abstract [en]

    Teachers work with assessment in various ways with the intention of moving their pupils forward. However, moving pupils forward is not always beneficial for learning, as the direction of forward matters too, as well as knowing when arrived. Especially when the purpose of assessment is to move the learners forward towards learning intentions aligned to the curriculum, it gets complicated. When handled with care, feedback has been identified as a key strategy for learning. However, the results of feedback are difficult to foresee. Criteria for success play an important role for feedback, as every pupil benefit of transparency regarding learning intentions and criteria for success. This paper presents findings from an on-going study, on what criteria for success primary school teachers express during an assessment act. The context of our study is primary school technology education in Sweden, and the objects of study are think-aloud protocols collected from five teachers while assessing 22 pupils’ multimodal e-portfolios. 

  • 10.
    Inga-Britt, Skogh
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Geschwind, Lars
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Education for Sustainable Development in Compulsory School Technology Education: A problem inventory2013In: Technology Education for the Future: A Play on Sustainability / [ed] P John Williams, Waikato: University of Waikato, New Zealand , 2013Conference paper (Refereed)
    Abstract [en]

    Awareness of sustainability issues is increasingly demanded in society. Education for Sustainable Development (ESD) is a requirement stated in the Swedish curriculum. Findings (Schools Inspectorate, 2012) indicate considerable variations in how teachers in Sweden work with value related issues. It is also found that schools/teachers commonly lack a holistic approach and a common stance in this assignment. Reportedly ESD seems dependent on the personal interests and abilities of individual teachers (ibid.). In order to develop teaching about sustainable development within the Technology subject we need knowledge about how ESD is carried out today (content and work methods). We also need to know how the concept of sustainability is interpreted by concerned key actors in schools (teachers and principals). During the spring of 2013 a pilot study focusing technology teachers’ work with sustainable development within their technology classes is being performed. Based on interviews (teachers and principals) we analyze what are perceived to be the main difficulties associated with the integration of sustainability into technology education. Findings confirm previous research stating that knowledge about sustainability is vague among teachers. Most teachers and principals in the study are primarily (in some cases only) aware of the environmental/ecological aspect of sustainability. The study also points to a discrepancy between perceived and actual need for improving teachers’ competence in ESD. Since ESD is not well defined, fully understood and established among those responsible for the actual teaching there is an evident risk of ESD being treated as ‘one further requirement’ rather than as the asset it actually represents to technology education. It is suggested is that the planning, organization and implementation of future ESD efforts must be coordinated carefully with all concerned parties in advance and be supported more substantially than previous efforts.

  • 11.
    Leino Lindell, Tiina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Technology for learning.
    Hrastinski, Stefan
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Technology for learning.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Exploring students’ multimodal mobile use as support for school assignments2016In: Computers in Education Journal, Vol. 16, no 3Article in journal (Refereed)
  • 12.
    Leino Lindell, Tina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Hrastinski, Stefan
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Exploring students’ Multimodal mobile use as support for school assignments2015In: ASEE Annual Conference and Exposition, Conference Proceedings, 2015, Vol. 122, no 122nd ASEE Annual Conference and Exposition: Making Value for SocietyConference paper (Refereed)
    Abstract [en]

    This paper engages with how students use multimodality on mobile devices as support for school assignments. The broader aim of this pilot study is to explore understanding of teachers’ and students’ expressed experiences of students’ multimodal mobile use. Focus group interviews and multimodal analysis have allowed investigation of the following research questions: - What experiences do teachers and students express from students’ multimodal mobile use related to school assignments? - Which advantages and disadvantages have teachers and students expressed concerning students’ multimodal mobile use as support for school assignments? The results show that students and teachers have many different experiences of students’ multimodal mobile use related to school assignments. However, the use is limited in several ways. To a large extent teachers and students have expressed that multimodal mobile resources can be used advantageously by students to support school assignments for several purposes. Among disadvantages identified mobile device multimodality in some respects can be disruptive. The result also indicates that different multimodal mobile media have specific possibilities for supporting students’ learning as it is related to school assignments.

  • 13. Rolandsson, L.
    et al.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE).
    Männikkö Barbutiu, S.
    Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching2016In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Computing and computers are introduced in school as important examples of technology, sometimes as a subject matter of their own, and sometimes they are used as tools for other subjects. All in all, one might even say that learning about computing and computers is part of learning about technology. Lately, many countries have implemented programming in their curricula as a means to address society’s dependence on, and need for programming knowledge and code. Programming is a fairly new school subject without educational traditions and, due to the rapid technological development, in constant change. This means that most programming teachers must decide for themselves what and how to teach. In this study, programming teachers’ teaching is studied. With the aim of exploring the connection/possible gap between teacher’s intentions and the teacher’s instructional practice, an expansion of the conceptual apparatus of phenomenography and variation theory is tested. In the article, phenomenography and variation theory and the suggested supplementary theoretical tool (Georg Henrik von Wright’s model of logic of events) are briefly presented and then deployed upon one selected case. Findings reveal that teachers’ intentions (reflected in their actions) include an emphasis (of teachers’ side) on the importance of balancing theory and practice, using different learning strategies, encouraging learning by trial-and-error and fostering collaboration between students for a deeper understanding of concepts. In conclusion, logic of events interpretations proves to be useful as a complementary tool to the conceptual apparatus of phenomenography.

  • 14.
    Rolandsson, Lennart
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Programming in School: Look Back to Move Forward2014In: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 14, no 2, p. 12:1-12:25Article in journal (Refereed)
    Abstract [en]

    In this article, the development of the Swedish informatics curriculum during the 1970s, 1980s and 1990sis studied and described. The study’s design is inspired by the curriculum theory presented by Lindensj¨oand Lundgren [2000], who suggest using the concept of arenas (the arenas of enactment, transformationand realisation) when discussing curriculum development. Data collection in this study comprises activitiesand actors in the arenas of enactment and transformation. Collected data include contemporary articles,journals, reports, booklets, government documents and archived documents. Findings show that informaticseducation in Sweden evolved from primarily focusing on programming knowledge related to automatic dataprocessing and offered exclusively in vocational education (the 1960s and 1970s) to later (early 1980s) beingintroduced in the upper secondary school curriculum under the heading Datakunskap. The enactment of theinformatics curriculum in 1983 encompassed programming, system development and computing in relationto applied sciences and civics. Mathematics teachers did much of the experimental work. It is shown that thecompetencies of upper secondary school teachers at the time rarely corresponded to the demands of the subject(content knowledge, resources and pedagogical skills). Stereotypical examples were therefore developedto support teachers in instructing about the subject content. When implemented in the theoretical naturalscience-programme, system development/systemisation was transformed into a twofold issue, comprisingvocational attributes and societal aspects of computer programming. The implementation of today’s informaticseducation, including programming in the curriculum, should draw from lessons learned from history.For a successful outcome, this study emphasises the necessity to understand 1) the common incentives forintroducing computer programming in the curriculum, 2) the requirement for teachers’ pedagogical contentknowledge and 3) the stakeholders’ role in the curriculum development process.

  • 15.
    Rolandsson, Lennart
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Männikkö Barbutiu, Sirkku
    Stockholm University.
    Bridging a Gap: In search of an analytical tool capturing teachers’ perceptions of their own teachingManuscript (preprint) (Other academic)
    Abstract [en]

    Computing and computers are introduced in school as important examples of technology. Sometimes as a subject matter of their own, and sometimes they are used as tools, but in principle, learning about computers is part of learning about technology. Lately, the subject is being implemented in curricula to explain society’s dependence on programming knowledge and code. However, there are some considerations related to teaching programming, as the questions of what and how to teach highlight different aspects of the learning objective. In phenomenography, intended object of learning (OoL) is suggested to describe the teacher’s perspective on teaching and learning. There is, however, an analytical reduction made in phenomenography, which makes such a construction hard to distinguish in action. To find ways of bridging this reduction and deepen our understanding of teachers’ work, the article discusses the possibility of using von Wright’s theoretical model of logic of events as a complementary analytical tool in search for understanding of the intentions behind such a construction. Two theoretical approaches, phenomenography and logic of events, are deployed upon one teacher’s case to illustrate that the intended OoL is shaped by the teacher’s intentions, such as balancing the importance of theory and practice, using different learning strategies, encouraging learning by trial-and-error and finally fostering collaboration between students for a deeper understanding of the OoL. In conclusion, logic of events interpretations reveals the teacher’s intentions as being complementary to the principles of phenomenography. Understanding of teachers’ intentions contribute to the understanding of the OoL from a teachers’ perspective.

  • 16.
    Rolandsson, Lennart
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Männikkö Barbutiu, Sirkku
    Stockholm University.
    Intentions and pedagogical actions: A study of programming teachers’ construction of a learning objectiveManuscript (preprint) (Other academic)
    Abstract [en]

    Teachers focus on one or several objects of learning (OoLs) in parallel. During the process of teaching and learning,students are invited to share the enacted object of learning (eOoL) as teachers shape the intended object of learning(iOoL). A gap is suggested in the steps going from the iOoL to the eOoL because students have differentprerequisites and ambitions. In laboratory work, theory and practice supposedly interplay to enhance students’learning. This study therefore considers that gap and addresses the following question: “What educational intentionsand expectations do programming teachers express when they (in retrospect) describe their teaching during anassignment on a principle from computer science?” Interviews were conducted with five teachers from differentsites (secondary and tertiary levels). A second-order perspective was used to unravel the expected OoL and theteachers’ intentions. The study reveals the existence of other OoLs in interplay with what is expected to be learnt.The teachers reveal a strong opinion regarding practice as a means for learning theory, as three qualitativelydifferent students’ actions will help the teacher to decide students’ theoretical understanding. Further work issuggested to explore the teachers’ reflections about what materialized in the classrooms and thus gain anunderstanding of the gap.

  • 17.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Technical Science Education.
    Barns bilder av teknik2007In: Didaktikens forum, ISSN 1652-2583, Vol. årg. 4, no 2, p. 66-70Article in journal (Refereed)
  • 18.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Bilder av teknik2005In: Kvinnor skapar teknik: Sv. översättning av Women Creating Technology, NUTEK förlag , 2005Chapter in book (Other academic)
  • 19.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Didactic Aspects on Entrepreneurship Education: Explaining and Understanding Student’s Action in Entrepreneur Oriented Situations2006In: Forsk­ningskonferensen 14th Nordic Conference on Small Business Research, 2006Conference paper (Other academic)
  • 20.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Didactic Aspects on the Education of Entrepreneurship2007In: Teaching and Learning Technological Literacy in the Classroom: Proceedings PATT 18 Conference / [ed] John R. Dakers, Wendy J. Dow and Marc J. de Vries, 2007, p. 376-381Conference paper (Other academic)
  • 21.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Entreprenörskap i KomTek: En granskning av fyra entreprenörskapsprojekt2007Book (Other academic)
  • 22.
    Skogh, Inga-Britt
    KTH, Superseded Departments, History of Science and Technology.
    “Female Perceptions of Technology”: I Learning for Innovation2004In: Technology Education. Vol 3 / [ed] Howard Middleton, Margita Pavlova, Dick Roebuck, Centre for Learning Research. Griffith University , 2004, p. 117-124Chapter in book (Other academic)
  • 23.
    Skogh, Inga-Britt
    Teknikum, Lärarhögskolan, Stockholm.
    Grynet + da Vinci = SANT!: Om kvinnliga konstnärers och kultur­arbe­tares upp­level­ser under en teknikpedagogutbildning2007Report (Other academic)
  • 24.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Hur tänker flickor och kvinnor om teknik?2005In: Tekniken i skolan, ISSN 1104-5868, no 2Article in journal (Other academic)
  • 25.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    “Innovative performance – how can it be assessed?”2005In: In Inspire and Educate – DATA International Research Conference 2005 / [ed] EWL Norman, David Spendlove and Peter Grover, 2005Conference paper (Other academic)
  • 26.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Innovative performance: how can it be assessed?2005In: Inspire and Educate / [ed] E W L Norman, David Spendlove and Peter Grover, Sheffield Hallam University , 2005, p. 161-166Conference paper (Refereed)
  • 27.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Inspiration från Holland. Kan deras teknikkanon visa vägen?2011In: Origo : en tidning för lärare om matematik, teknik & naturvetenskap / Lärarförbundet, ISSN 2000-1940, no 2Article in journal (Other academic)
  • 28.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Ledare: Stort intresse för teknik. Men det syns inte i lärarutbildningen2010In: Origo : en tidning för lärare om matematik, teknik & naturvetenskap / Lärarförbundet, ISSN 2000-1940, no 5Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Ledare: Teknikämnet vinner när vi följer med vår tid2011In: Origo : en tidning för lärare om matematik, teknik & naturvetenskap, ISSN 2000-1940, no 5Article in journal (Other (popular science, discussion, etc.))
  • 30.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Ledare: Frågan om på vilka arenor debatten om skolans teknikunder­vis­ning förs är strategiskt mycket viktigt2009In: Origo : en tidning för lärare om matematik, teknik & naturvetenskap / Lärarförbundet, ISSN 2000-1940, no 4Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Ledare: Kakan – och konsten att dela den2009In: Origo : en tidning för lärare om matematik, teknik & naturvetenskap / Lärarförbundet, ISSN 2000-1940, no 2Article in journal (Other (popular science, discussion, etc.))
  • 32.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Ledare: Teknik gör det omöjliga möjligt2009In: Origo : en tidning för lärare om matematik, teknik & naturvetenskap / Lärarförbundet, ISSN 2000-1940, no 1Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Skogh, Inga-Britt
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Ledare: Teknikämnet kan inte bygga på eldsjälar2010In: Origo : en tidning för lärare om matematik, teknik & naturvetenskap / Lärarförbundet, ISSN 2000-1940, no 2Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Motivation: what is it and how can we encourage it2008In: Designs for Learning, First International Conference 2008, Stockholm: Stockholms universitet , 2008Conference paper (Other academic)
  • 35.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    PDA’s as a Tool for Teachers and Teaching2007In: The 5th International Conference on Education and Information Systems, Technologies and Applications: Proceedings, Vol. 2 / [ed] Tremante, A., Malpica, F., Oropeza, A., Welsch, F., Carrasquero, J.V. & Hui Fang Su, Orlando: International Institute of Informatics and Systemics, USA. , 2007Conference paper (Other academic)
  • 36. Skogh, Inga-Britt
    Pedagogisk utvärdering av Teknikpedagogutbildningen - en alternativ teknikutbildning för kvinnor2003Report (Other academic)
  • 37.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE).
    Student 69 - i en brytningstid2015In: Från avveckling till utveckling: Nya Elementar 1950-2015 / [ed] Lennart Ragnvaldson, Stockholm: Föreningen Nya Elementarare , 2015, 1:a, p. 64-66Chapter in book (Other (popular science, discussion, etc.))
  • 38.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE).
    Students’ Encounter with Technology Education: Testimonies from Compulsory School Technology Classrooms2013In: Technology Teachers as Researchers: Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School / [ed] Skogh, I-B & de Vries, M., Rotterdam: Sense Publishers, 2013, 1:a, p. 79-100Chapter in book (Other academic)
    Abstract [en]

    What do we know about what happens during technology lessons in school? Life in Swedish technology classrooms has been highlighted in several recent studies (Blomdahl, 2007, Bjurulf, 2008, Klassander, 2010, Svensson, 2011). In these studies issues like teacher’s pedagogical approach, choice of subject content and, to some extent also teachers’ work with assessment and evaluation have been examined from different perspectives and theoretical approaches.

  • 39.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Teachers Becoming Researchers: A Way to Bridge the Gap between Academy and Practice2010In: Knowledge in Technology Education. Vol. 2. / [ed] Middleton, H., Brisbane, Australia: Griffith Institute for Educational Research , 2010Chapter in book (Refereed)
  • 40.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE).
    Teknik - ämnet som intresserar många men som väljs av få2001In: Skolämne i kris? / [ed] Björn Falkevall och Staffan Selander, HLS Förlag , 2001, 1:a, p. 104-121Chapter in book (Refereed)
  • 41.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Teknik och Design – teknikutbildning i ny design: Utvärderings­rapport. UFL Lärarutbildningen.2005Report (Other academic)
  • 42.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Teknikdidaktisk forskning i Comenius fotspår2008In: Kunskapande, kommunikation och bedömning i ge­stal­tande utbild­ning / [ed] Lindberg, V. & Borg, K., Stockholm: Stockholms universitets förlag , 2008Chapter in book (Other academic)
  • 43.
    Skogh, Inga-Britt
    Stockholm University, The Stockholm Institute of Education.
    Teknikens värld- fllickors värld: En studie av yngre flickors möte med teknik i hem och skola2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis focuses on our society's great need of technical competence. Even though the prospects for the future are very good, research shows that teenaged girls often express a negative attitude towards technology. The question is whether girls in the earlier school years also express a negative attitude towards technology. In this thesis twent-six girls from two schools were followed throughout their first five school years. Regular technical education was offered in only one of the two schools.

    The study's aim is to observe the girls' experiences and actions in their confrontation with technology at home and in school, and to try to explain and understand the girls' action when faces with technical tasks. The focus is on the girls as individuals - how they talk, think, and experience the confrontation, and how they act when faced with technical tasks. The issue of how the girls interpret their technical abilities - how they learn that they "can" or "cannot" deal with technology is examined. With the aid of a survey model,the main features in this learning process, as well as where in the process the girls in the study are when the study ends (fifth year), are described.

    The theoretical basis for this thesis is Georg Henrik von Wright's theoretical model of the logic of events. The logic of events as an explanatory model is based on the individual's intentions (von Wright identifies four intentions: wants, duties, ability and opportunity) and on the situation (the historical context) in which the event takes place. Since the study includes a pedagogical context, there was a need to expand von Wright's intention concept. Therefore two pupil-specific intentions are introduced in the thesis: the intention of concession (concessivity), which is meant to describe how the pupils handles her subsidiary position (the degree of consent on the pupil's side), and the intention of curiosity.

    Results show that the girls in the study, with few exceptions, express great interest in technology and technical tasks. Results also emphasize the significance of how the girls define the concept of technology, and the technical experience the may have had. Here technical education at school is shown to be an effective way to offer girls the opportunity to build up a "technical identity".

  • 44.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.
    Uppdrag: Teknikmedvetna barn2015In: Fritidshemmet och skolan: Det gemensamma uppdraget / [ed] Ann S. Pihlgren, Studentlitteratur AB, 2015, 1:a, p. 303-321Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kapitlet Uppdrag: teknikmedvetna barn beskriverhur fritidshem och skola kan samarbeta tematiskt för att utveckla elevers förtsåelse av och kunskap om teknik.Teknikförståelse hos svenska barn är inte så utvecklad och teknikämnet får lätt en undanskymd plats i undervisningen trots dess vikt. Med utgångspunkt i temaområdet Hållbar utveckling ger författaren läsaren teoretiska redskap att förstå vad som är viktigt i teknikundervisningen genom att omsätta teorier i praktik på fritidshemmet och i skolan.

  • 45.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Vad tycker eleverna?2011In: Teknikutbildning för framtiden.  Om teknik­undervisning i grundskola och gymnasium / [ed] Hansson, Nordlander & Skogh, Liber, 2011, p. 103-113Chapter in book (Other academic)
  • 46.
    Skogh, Inga-Britt
    KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Värdering av elevers kreativitet och innovativa förmåga: Svenska erfarenheter av ett engelskt bedömningsinstrument2006In: Forskningskonferens i teknik­didaktik: Styrdokument och klassrumsverklighet i skolans teknikundervis­ning / [ed] Ginner, T & Hallström, J, 2006Conference paper (Other academic)
    Abstract [en]

    Forskningsprojektet Assessing Design and Technology är ett samarbetsprojekt mellan forskarepå Goldsmiths College och en grupp didaktikforskare på Lärarhögskolan i Stockholmkring bedömning av kreativitet och innovativ förmåga.Utgångspunkten för studierna inom projektet är ett bedömningsinstrument som professorKimbell och hans forskargrupp vid Goldsmiths College. Instrumentet är särkilt framtaget föratt fånga förmågor som kreativitet och innovativ förmåga. Detta instrument har nu prövats förförsta gången utanför England.Inom ramen för projektet studeras såväl bedömningsaktens utfall (elevernas prestationer itestet och bedömningen av dessa prestationer) som elevers och lärares upplevelser och agerandei bedömnings/bedömarsituationer. De metoder som har använts vid datainsamlingen ärobservationer, intervjuer och enkäter.Bland de resultat som hittills har framkommit kan nämnas att de svenska eleverna lyckaslika bra på testet som engelska elever. Variationen i lösningarna följer också i stort sett sammamönster som i England. Precis som i England finns ingen korrelation mellan elevernas betyg itestet och elevernas skolbetyg i ämnet design. Elever och lärare är överlag positiva till testesutformning.I studien framskymtar olika pedagogiska konsekvenser av utformningen av testet och testsituationen.Bland de frågor som väcks i studien kan nämnas frågan om vilka konsekvensersom följer av att ett bedömningsverktyg utformas för att passa i ett språkligt, kulturellt ochsocialt sammanhang men sedan används i ett helt annat, frågan om hur omständigheternakring en testsituation påverkar elevernas möjligheter att göra sig själva rättvisa samt fråganom hur eleverr och lärare tänker om bedömning i skolan.

  • 47.
    Skogh, Inga-Britt
    KTH, School of Education and Communication in Engineering Science (ECE).
    Why do they do wht they do?: The theory of action practice - using the example of technology teaching.2002In: Technology as a challenfe for school curricula / [ed] Witold Rogala and Staffan Selander, Stockholm Institute of Education Press , 2002, First, p. 57-79Chapter in book (Refereed)
  • 48. Skogh, Inga-Britt
    et al.
    de Vries, MarcDelft University of Technology.
    Technology Teachers as Researchers: Philosophical and Empirical Technology Education Studies in theSwedish TUFF Research School2013Collection (editor) (Other academic)
    Abstract [en]

    This book presents the scientifi c output of the TUFF research school in Sweden. In this school, a group of active teachers worked together on a series of educational research studies. All of those studies were related to the teaching about technology and engineering. The research program consisted of studies at various angles of view: a philosophical view, a national view, and a classroom practice view. The book is a showcase of how a well-conducted research program for teachers can lead to good contributions to technology education

    research. A selection of topics: the nature of technological knowledge, mental images of engineers and engineering, the process of choosing for a study in technology, teachers’ beliefs about technology education and assessment. These topics are directly related to major issues in the international technology education research agenda. The studies presented here were the basis of the authors’ Ph.D. theses. The teachers’ chapters are preceded by a description of ideas behind the TUFF research school and the way it was realized.

  • 49.
    Skogh, Inga-Britt
    et al.
    Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    De Vries, Marc
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Delft University of Technology, Netherlands.
    TUFF and the value of teachers as researchers2013In: Technology Teachers as Researchers: Philosophical and Empirical Technology Education Studies in the Swedish TUFF Research School, Sense Publishers, 2013, p. 1-13Chapter in book (Other academic)
  • 50.
    Skogh, Inga-Britt
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Technology Teachers as Researchers: The TUFF Experience2012In: Explorations of best practice in Technology, Design & Engineering Education: Volume 2, 2012Conference paper (Refereed)
12 1 - 50 of 52
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