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  • 1.
    Björkholm, Eva
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION–FIXED OR CHANGEABLE?2018In: Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017) / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran and Peter Childs, Ireland, 2018, p. 1953-1960Conference paper (Refereed)
    Abstract [en]

    Knowledge linked to programming has recently been extensively strengthened in curricula and

    syllabi in the Swedish compulsory school. The introduction of this new content requires that

    teachers have to be trained in programming and programming teaching. Th

    e aim of this study

    is to investigate what content and values that emerge as important in a professional

    development course and in the participating teachers’ teaching in their classrooms. Data was

    collected by observation of the teaching sessions within t

    he course as well as in three of the

    teachers ́ teaching, where notes were made continuously. By using a discourse analytical

    perspective, content and values that emerged as important within the teaching were identified.

    The findings show that

    the content k

    nowledge in the teacher training course is taken for granted

    within the school context, as well as in itself. In addition, normative values and steering

    strategies have been identified within the teacher training course. In the classroom studies,

    similar v

    alues were identified among the teachers. A potential problem within the teaching

    practice was found in terms of a lack of progression of the content related to programming, as

    well as difficulties in relating the use of programming to relevant contexts.

  • 2.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Engström, Susanne
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Exploring Materials as Subject Content within Technology Education2016In: PATT2016: Technology Education for 21st Century, 2016Conference paper (Refereed)
    Abstract [en]

    Within technology education in compulsory school in Sweden, materials are part of the core contents. What kinds of materials, and which characteristics that should be highlighted is open to interpretation. The study includes three sub-studies: 1/ An analysis of classroom activities during two lessons about materials in primary school, 2/ A Delphi study (Osborne et al. 2003) with experts on materials to gather their thoughts about materials in elementary technology education, and 3/ A review of documents (syllabus, teachers’ handbooks). The purpose of this study is to put light on the field of materials as a content area by investigating what aspects of materials are highlighted in the three contexts. Two teaching sessions were video recorded. The data analysis focused on the objects of teachers and students. Results suggest that the teachers highlight different aspects; one teacher focused on naming the materials and describing what products they are used for, while the other emphasized the materials’ properties. Ten experts participated in the first round of the Delphi study. Their responses were coded reflexively and iteratively. Results indicate the following major categories of material-related subject content: groups of materials, properties, creation and refinement, use, development over time, environmental aspects, and modern materials. The syllabus states that young pupils should study materials that they can use (wood, cardboard). Later common materials (steel, concrete) are introduced and at the end of compulsory school modern materials. Materials’ properties and use in solving technical problems is studied, and their environmental effects. Preliminary results indicate that some content emerges in all three contexts: material usage, the material’s functional properties and origin of the material, production and processing.

  • 3.
    Enghag, Margareta
    et al.
    Stockholms universitet.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM).
    Brorson, Birgitta
    Mälardalens högskola.
    A Teacher Professional Development Programme on Dialogic Inquiry2018In: Professional Development for Inquiry-Based Science Teaching and Learning. / [ed] Tsivitanidou, O.E., Gray, P., Rybska, E., Louca, L., Constantinou, C.P. (Eds.), Heidelberg Germany: Springer, 2018, p. 223-243Chapter in book (Refereed)
  • 4.
    Engström, Susanne
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Differences and similarities between female students and male students that succeed within higher technical education: profiles emerge through the use of cluster analysis.2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 1, p. 239-261Article in journal (Refereed)
    Abstract [en]

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

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

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

  • 6.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Universitetsundervisning i fysik för blivande ämneslärare –  Bourdieus symboliska kapital som lins2018Conference paper (Refereed)
    Abstract [sv]

    Presentationen beskriver resultat från en delundersökning, genomförd inom ramen för ett större projekt som studerar naturvetenskaplig ämnesundervisning inom lärarutbildning. Syftet är att tolka ”det rådande” inom fysikundervisning, som blivande fysiklärare möter och kan influeras av. För att förstå vad som värdesätts. Ett ytterligare syfte är att undersöka om symboliskt kapital, ett nyckelbegrepp inom Pierre Bourdieus teoretiska ramverk kan fungera som lämpligt analysbegrepp. Forskningsfrågan: vilka symboliska kapital och klassificeringsstrider återfinns inom fysikundervisningen? Vidare diskuteras hur det kan påverka de blivande fysiklärarnas framtida undervisning. Symboliskt kapital innebär symboliska markörer och kan användas för att beskriva vad olika grupper står för eller inte står för. Det utgör värdefulla resurser i ett visst socialt sammanhang (socialt rum enligt Bourdieu). Genom sociala erfarenheter, kläder, intressen, sätt att tala, röra sig, vill man visa sin tillhörighet. När tillgångar tillerkänns värde är de symboliska. Utbildningssystemet är ett socialt system som upprätthåller en symbolisk ordning som förmedlar bilden av hur världen ses. Ordningen klassificerar människor. Maktförhållanden synliggörs, vissa handlingar tas för givna. Vi ser fysikundervisningen som ett socialt rum. Positioner som dominerar har inflytande över vilka symbolerna är och dess värden. De studenter/lärare som har hög andel av symboliskt kapital känns igen och erkänns. Det pågår även en klassificeringsstrid i det sociala rummet, vi studerar dominansförhållanden. Vi har observerat fysikundervisning och intervjuat universitetslärare. Studenter samläser och utgör dels lärarstudenter, dels blivande astrofysiker, sjukhusfysiker, meteorologer. Tre forskare har observerat, tagit fältanteckningar samt spelat in intervjusamtal. Analysen görs genom tematisering med användning av begreppen symboliskt kapital och dominansförhållanden. Resultatet visar på spänningar inom det sociala rummet, mellan universitetsläraren som högaktar att vara pedagog och den som i första hand är forskare, vi ser hur positionerna förhåller sig till ämnets karaktär, till undervisningen och studenterna. Lärarna och studenterna skapar tillsammans det symboliska kapitalet gällande vad som diskuteras, klädval, kroppsuttryck och attityd.  

     

     

     

     

     

     

     

     

     

     

     

     

     

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

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

  • 8.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Andersson, Kristina
    Uppsala universitet.
    Danielsson, Anna
    Uppsala universitet.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Gullberg, Annica
    Örebro universitet.
    Husseinus, Anita
    Uppsala universitet.
    Elmgren, Maja
    Uppsalla universitet.
    Lärarutbildares naturvetenskap under lupp – en studie av gränslandet mellan ämnesdiscipliner och skolämnen2016Conference paper (Refereed)
  • 9.
    Engström, Susanne
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?2017Conference paper (Refereed)
    Abstract [en]

    Knowledge linked to programming has recently been extensively strengthened in curricula and syllabi in the Swedish compulsory school. The introduction of this new content requires that teachers have to be trained in programming and programming teaching. The aim of this study is to investigate what content and values that emerge as important in a professional development course and in the participating teachers’ teaching in their classrooms. Data was collected by observation of the teaching sessions within the course as well as in three of the teachers´ teaching, where notes were made continuously. By using a discourse analytical perspective, content and values that emerged as important within the teaching were identified. The findings show that the content knowledge in the teacher training course is taken for granted within the school context, as well as in itself. In addition, normative values and steering strategies have been identified within the teacher training course. In the classroom studies, similar values were identified among the teachers. A potential problem within the teaching practice was found in terms of a lack of progression of the content related to programming, as well as difficulties in relating the use of programming to relevant contexts.

  • 10.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    En diskursanalytisk studie av programmering som innehåll i grundskolans teknikämne2016Conference paper (Refereed)
  • 11.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    A project about materials as subject content within technology education.2016Conference paper (Refereed)
  • 12.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    A project about materials as subject content within technology education2017In: The proceedings of the XVII IOSTE Symposium released in journal ‘Conexão Ciência’. Conexão Ci. | Formiga/MG, E-ISSN 1980-7058, Vol. 12, no 2, p. 8-14Article in journal (Refereed)
    Abstract [en]

    Within technology education in compulsory school in Sweden, materials are part of the core contents. What kinds of materials, and which characteristics that should be highlighted is open to interpretation. The study includes three sub-studies: 1/ An analysis of classroom activities during two lessons about materials in primary school, 2/ A Delphi study (Osborne et al. 2003) with experts on materials to gather their thoughts about materials in elementary technology education, and 3/ A review of text books. The purpose of this study is to put light on the field of materials as a content area by investigating what aspects of materials are highlighted in the three contexts. Two teaching sessions were video recorded. The data analysis focused on the content highlighted by teachers and students. Results suggest that the teachers and students highlight different aspects of materials. Nine experts participated in the first round of the Delphi study. All data were coded reflexively and iteratively. Results indicate the following major categories of material-related subject content: materials’ usage, groups of materials, properties, creation and refinement, environmental aspects, and modern materials. The themes identified in the study could be seen as limited and concretized set of content, and thereby a guiding tool for technology teachers.

  • 13. Engström, Susanne
    et al.
    Lidar, Malena
    Uppsala universitet.
    Teaching traditions in Science Education and the impact of educational reform.2015Conference paper (Refereed)
  • 14.
    Engström, Susanne
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lidar, Malena
    Uppsala universitet, inst. för pedagogik, didaktik och utbildningsstudier.
    The influence on teaching and assessment practices from national tests and grading in Science in Y62016Conference paper (Refereed)
  • 15. Engström, Susanne
    et al.
    Svensson, Anders
    Mälardalens högskola.
    How sustainable development is constructed in the Technology Programme in discussions between upper secondary school teachers2015Conference paper (Refereed)
  • 16.
    Gustafsson, Peter
    et al.
    Mälardalens Högskola.
    Engström, Susanne
    Svensson, Anders
    Mälardalens högskola.
    Teachers’ View of Sustainable Development in Swedish Upper Secondary School2015In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, p. 7-14Article in journal (Refereed)
    Abstract [en]

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

  • 17. 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.

  • 18.
    Nordlöf, Charlotta
    et al.
    Linköpings universitet.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    How teachers value skills and content in Technology teaching in Swedishcompulsory school – a “climate” change2019In: PATT 37 Developing a knowledge economythroughtechnology and engineering education / [ed] Sarah Pulé and Marc J. de Vries, eds, 2019Conference paper (Refereed)
    Abstract [en]

    In the Swedish curricula, Technology is described in terms of five skills and core content divided into three areas. In this paper, we interpret and define the three areas of core content, founded on different scientific base areas (SBA): (1) Engineering science, (2) Developing and making and (3) Human, society and environment.The SBA-model is based on the Swedish Technology curriculum and is constructed with inspiration from previous research in natural science education (Östman, 1995); with relation to the philosophy of technology knowledge (e.g., Ropohl, 1997) and to technology education; in curriculum emphasis (Klasander, 2010), in different views of technology among students (DiGironimo, 2011).Technology has developed from being a vocational subject to a broader, complex and comprehensive subject. Evaluations show that teachers in Sweden have difficulties in interpreting the content of the whole subject and its skills. During the autumn and winter 2018-2019, CETIS developed a material for inspiration of teachers, which shows the width of the subject including skills, content and time consumption. In the present study, we showed the material to about 130 teachers. We asked them to discuss it in groups and to fill in a form. In the form, they were asked to value the five skills of technology, based on how important they rate the skills in comparison to each other. They could also express their opinions of the material. We analysed their values of the skills and their opinions about content in relation to SBA. The result shows that the teachers focus on SBA 2 Developing and making and SBA 3 Human, society and environment when they teach Technology. Compared to previous studies, the focus in teaching is transferred towards social and environmental aspects

1 - 18 of 18
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