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  • 1.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Developing technological knowledge in primary school: A teacher-researcher collaboration study2011Ingår i: PATT 25: CRIPT 8 conference: Perspectives on Learning in Design & Technology Education, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of this study is to contribute to the development of the content knowledge of primary technology by explaining and clarifying the meanings of the subject-specific capabilities that pupils are expected to be able to develop through technology education. The study is designed as a learning study and it has both practice-developing and knowledge-generating aims. This paper presents the planning of the study and the preliminary results of its first part.

  • 2.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    En studie av progression i tekniskt kunnande2016Ingår i: Studier av kunnande och undervisningspraktiker inom praktiska och estetiska skolämnen., 2016Konferensbidrag (Refereegranskat)
    Abstract [sv]

    I teknikämnets kursplan i Lgr 11 läggs fokus på egna konstruktioner där eleverna tillämpar tekniska principer av olika slag, exempelvis enkla mekanismer och hållfasta och stabila strukturer. Ämnets undervisningspraktik domineras av praktiska moment i form av konstruktionsarbeten enligt Skolinspektionens kvalitetsgranskning av teknikundervisningen (2014). I granskningen ses även flera exempel på att samma elever flera gånger under sin grundskoletid får identiska konstruktionsuppgifter. Det saknas således en progression i uppgifternas innehåll i relation till elevernas kunskapsutveckling. Dessutom finns en otydlighet kring uppgifternas syfte, dvs. vilket slags teknikkunnande som aktiviteterna skall ge eleverna möjlighet att utveckla.  Syftet med studien är att undersöka progressionen så som det kommer till uttryck i praktiskt konstruktionsarbete inom ramen för grundskolans teknikämne. Studien utgår från tidigare forskning (Björkholm 2015) som undersökt kunnande i relation till konstruktionsarbete på lågstadiet.

    I studien kommer vi att undersöka vari progressionen i att kunna konstruera tekniska lösningar i grundskolans låg-, mellan- och högstadium består. Kvalitativa skillnader i kunnandet studeras dels mellan olika elever på samma stadium, dels mellan elevgrupper på olika stadier. Därtill undersöks hur den praktiska uppgiften förändras mellan olika stadier. Metoderna för insamling av data utgörs främst av videoobservationer och intervjuer. Genom att identifiera aspekter som är nödvändiga att urskilja för ett specifikt kunnande, kan skillnader mellan olika kunnanden beskrivas. På så sätt kan progressionen i kunnandet beskrivas mer detaljerat i termer av innehållsliga aspekter.

  • 3.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande. Stockholm University.
    Exploring the capability of evaluating technical solution: A focus on teaching and learning in the primary technology classroom2012Ingår i: Conference proceedings - PATT 26 Conference - Linköping University, 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of this study is to explore the capability of evaluating technical solutions in terms of fitness for purpose in the primary technology classroom. In the study we conceptualize pupils’ ways of experiencing technical solutions in terms of what critical aspects are discerned. The analyzed data is drawn from a classroom study of technology education in a Swedish primary school. In this presentation we make an analysis of two technology lessons about technical solutions in grade 2 (pupils are 8-9 years old). We then analyze interactions between teacher-pupils, pupils and materials and tools. The results include pupils’ different qualitative understandings of the specific content in terms of critical features discerned as well as how interactions in the classroom contribute to the collective development of technological knowledge.

  • 4.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Exploring the capability of evaluating technical solutions: a collaborative study into the primary technology classroom2014Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, nr 1, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 5.
    Björkholm, Eva
    Stockholms Universitet.
    Konstruktioner som fungerar: En studie av teknikkunnande i de tidiga skolåren2015Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

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

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

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

  • 6.
    Björkholm, Eva
    Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
    L’enseignement de la technologie dans l’école suédoise2009Konferensbidrag (Refereegranskat)
  • 7.
    Björkholm, Eva
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Sammanfogning av material i eget konstruktionsarbete: Kunnande och elevuppgifter i tidig teknikundervisning2018Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 6, nr 2, s. 5-22Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I denna artikel presenteras en studie där ett specifikt teknikunnande, att kunna sammanfoga material i eget konstruktionsarbete, undersöks på grundskolans lågstadium, samt hur detta kunnande ges möjlighet att utvecklas i uppgifter som eleverna arbetar med i teknikundervisningen. Interventioner genomfördes i undervisningen i årskurs två och datainsamling har främst skett genom filmning. Elevernas handlingar analyserades fenomenografiskt, vilket resulterade i sju olika kategorier av kunnande som exempelvis att värdera fästförmågan och dess varaktighet samt att välja fogningsmaterial utifrån egenskaper. Elevuppgifterna i undervisningen relaterades sedan till identifierat kunnande. Studien visar hur unga elever utvecklar sitt kunnande när de arbetar med specifika uppgifter. På så sätt bidrar studien till en precisering av vilket kunnande som elever kan utveckla och vilka elevuppgifter i tidig teknikundervisning som kan bidra till det.

  • 8.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Technology Education in Elementary School: Boys' and Girls' Interests and Attitudes2010Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 6, nr 1, s. 33-43Artikel i tidskrift (Refereegranskat)
  • 9.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Teknik i de tidiga skolåren: Om vad det innebär att kunna konstruera en länkmekanism2015Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, nr 1, s. 35-53Artikel i tidskrift (Refereegranskat)
    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.

  • 10.
    Björkholm, Eva
    Lärarhögskolan i Stockholm.
    Teknik i förskolan och skolan ur ett lärarutbildningsperspektiv2007Ingår i: Didaktikens forum, ISSN 1652-2583, Vol. 4, nr 2, s. 62-65Artikel i tidskrift (Refereegranskat)
  • 11.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Unpacking the object of learning2015Ingår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 4, nr 3, s. 194-208Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

  • 12.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Andrée, Maria
    Stockholms Universitet.
    Carlgren, Ingrid
    Stockholms Universitet.
    Exploring technical knowledge in the primary technology classroom2016Ingår i: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.

  • 13.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Carlgren, Ingrid
    Stockholms Universitet.
    Att kunna analysera tekniska lösningars ändamålsenlighet: En learning study i skolämnet teknik2011Ingår i: NOFA 3: Den tredje nordiska ämnesdidaktikkonferensen. 11-13 maj, 2011, Karlstad, 2011Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Tekniska lösningar, i såväl befintliga som egna konstruktioner, är ett centralt innehåll i skolämnet teknik, men vad innebär det att kunna analysera tekniska lösningars ändamålsenlighet? Tillsammans med några lärare i grundskolans skolår 1-3 och deras klasser har jag genomfört en learning study som fokuserat på förståelsen av innebörden av detta specifika lärandeobjekt.

  • 14.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Carlgren, Ingrid
    Stockholms Universitet.
    Learning study as a way to inquire the meaning of knowing what is to be known: The meaning of knowing how to construct a linkage mechanism. Discering aspects of the object of learning by analyzing classroom interactions2013Ingår i: Lesson and learning study as teacher research, 2013Konferensbidrag (Refereegranskat)
    Abstract [en]

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

  • 15.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Carlgren, Ingrid
    Stockholms Universitet.
    The Meaning of Knowing What is Expected to be Known: The Case of Evaluating Technical Solutions’ Fitness for Purpose2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Meaning of Knowing What is Expected to be Known. The Case of Evaluating Technical Solutions’ Fitness for Purpose

    General description

    The capability to evaluate technical solutions is highlighted by several authors as an important educational outcome within technology education (Barlex, 2011; Coles & Norman, 2005). A technical solution may be evaluated in terms of its fitness for purpose that includes the physical structure and function (de Vries, 2005). Although there is limited access to research on this subject-specific content in technology education, results indicate that both the link between physical structure and function as well as the fitness for purpose is difficult for pupils in primary as well as secondary education to understand (Compton & Compton, 2011; Oboho & Bolton, 1991).

    What one has to know in order to be able to evaluate technical solutions’ fitness for purpose is, however, not self-evident. The study that will be reported, explores the meaning of this specific knowing. Developing teaching of certain target areas in systematic ways (Nuthall, 2004) requires an explication of the meaning of knowing. In order for students to develop the specific ways of knowing (Carlgren, 2007) of a target area (in this case technical solutions’ fitness for purpose), the teaching must be planned to make it possible for students to experience and discern what is critical for learning. By designing teaching activities that make it possible to discern these critical aspects, systematic teaching-learning strategies can be developed.

    Knowledge concerning the meaning of knowing something to be known is generated in so called Learning Studies (Marton & Pang, 2006; Carlgren, 2012). By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing are discerned and in this way the meaning of knowing what is expected to be known is made explicit. 

    Technical solutions’ fitness for purpose is seen as embedded in contexts and as related to human activity, therefore an understanding based on activity theory can be useful when exploring the meaning of this specific knowing.

    Methods/methodology

    This study is carried out in the form of a Learning Study. The Learning Study has a collaborative approach, what is critical for learning something specific is explored through a systematic and iterative process (Marton & Ling, 2007).

    The study was conducted in collaboration with four teachers in primary school and two classes in grade 1 and 2 (pupils aged 7-8 years). A pre-test was carried out in forms of interviews with pupils, documented by audio and video recording. The analysis of the pre-test resulted in some qualitatively different categories, describing pupils’ experiencing of the phenomenon technical solutions’ fitness for purpose. The critical aspects identified, formed the starting point when planning the lesson. Lessons were documented by audio and video recording. The results that will be presented in this paper is based on an analysis of the pre-test used in the learning study as well as analysis of three research lessons. The analysis is carried out within the theoretical framework of phenomenography (Marton, 1981) and variation theory (Marton, Runesson & Tsui, 2004).

    Results

     

    The results will be presented in the form of critical aspects of what it means to be able to evaluate technical solutions’ fitness for purpose. The phenomenographic analysis resulted in the categories “fitness for purpose as”:  “appropriateness to users”, “technical efficiency” and “appropriateness to a wider context”. Based on these categories, critical aspects were identified such as features of the physical structure that are critical for realizing the function and how components interact to fulfill a function. Three more critical aspects developed when analyzing the lessons such as the mixing the naming of an object with the name of a material, distinguishing a main function from secondary functions and identifying a core technical solution.

     

    The critical aspects identified during lessons could be considered as further specifications of dimensions necessary to discern in order to develop the specific knowing. The results of the study aims to have implications for teachers and teaching, what Nuthall (2004) refers to as pragmatic validity. The findings may be used by teachers in their own teaching context, looking for the critical aspects identified and use them for structuring the content of teaching in order to support pupils in experiencing technical solutions in more complex ways.

     

    References

    Barlex, D. (2011). Dear minister, This is why design and technology is a very important subject in the school curriculum. Design and Technology Education: An International Journal, 16(3).

    Carlgren, I. (2007) The content of schooling. In Forsberg, Eva (Ed.), Curriculum Theory Revisited. Studies in Educational Policy and Educational Philosophy. Uppsala University

     

    Carlgren, I. (2012) The Learning Study as an approach for ‘clinical’ subject matter didactic research. International Journal of Lesson and Learning Study, Forthcoming Issue 2, May 2012.

     

    Coles, R. & Norman, E. (2005). An exploration of the role values play in design decision-making. International Journal of Technology and Design Education, 15(5).

    Compton, V. & Compton, A. (2011). Teaching the nature of technology: Determining and supporting student learning of the philosophy of technology. International Journal of Technology and Design education. Retrieved 2011-10-03, from http://www04.sub.su.se:2054/ content/k0v57q33r8562g75/ fulltext.pdf

    De Vries, M. J. (2005). Teaching about technology: An introduction to the philosophy of technology for non-philosophers. Dordrecht: Springer.

    Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10.

    Marton, F. & Ling, L. M. (2007). Learning from “The Learning Study”. Tidskrift för lärarutbildning och forskning [Journal of Research in Teacher Education], 1.

    Marton, F. & Pang, M. F. (2006). On some necessary conditions of learning. Journal of the Learning Sciences, 15(2).

    Marton, F., Runesson, U. & Tsui, A. B. (2004). The space of learning. In F. Marton & A. B. Tsui (Eds.), Classroom discourse and the space of learning. Mahwah, NJ: Erlbaum.

    Nuthall, G. (2004). Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74(3).

    Oboho, E. O. & Bolton, N. (1991). Matching students’ technological thinking with the demands of a technological curriculum. International Journal of Technology and Design Education, 4(2).

     

     

     

  • 16.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Carlgren, Ingrid
    Stockholms Universitet.
    Ahlstrand, Pernilla
    Stockholms Universitet.
    Nyberg, Gunn
    Stockholms Universitet.
    The meaning of knowing what is to be known2015Ingår i: Éducation & didactique, ISSN 1956-3485, Vol. 9, nr 1, s. 143-160Artikel i tidskrift (Refereegranskat)
  • 17.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Engström, Susanne
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Norström, Per
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Exploring Materials as Subject Content within Technology Education2016Ingår i: PATT2016: Technology Education for 21st Century, 2016Konferensbidrag (Refereegranskat)
    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.

  • 18.
    Björkholm, Eva
    et al.
    Arbetsmiljöinstitutet.
    Hultman, Annika
    Arbetsmiljöinstitutet.
    Rudling, Jan
    Arbetsmiljöinstitutet.
    Determination of chlorine and chlorine dioxide in workplace air by impinger collection and ion-chromatographic analysis1988Ingår i: Journal of Chromatography A, ISSN 0021-9673, E-ISSN 1873-3778, nr 457, s. 409-414Artikel i tidskrift (Refereegranskat)
  • 19.
    Björkholm, Eva
    et al.
    Arbetsmiljöinstitutet.
    Hultman, Annika
    Arbetsmiljöinstitutet.
    Rudling, Jan
    Arbetsmiljöinstitutet.
    Evaluation of two diffusive samplers for monitoring chlorine and chlorine dioxide in workplace air1990Ingår i: Applied Occupational and Environmental Hygiene, Vol. 5, nr 11, s. 767-770Artikel i tidskrift (Refereegranskat)
  • 20.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Hultén, Magnus
    Linköpings Universitet.
    Primary School Teachers’ Development of Subject-Specific Knowledge in Technology during a Design Based Research Project2013Ingår i: Technology Education for the Future: A Play on Sustainability / [ed] P John Willliams, University of Waikato, New Zealand , 2013, s. 59-64Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this study we examine the development of teachers’ subject-specific knowledge in technology during a design based research project. In the project a researcher collaborated with two primary school teachers in exploring their students’ learning of technology. Throughout the whole project, the teacher-researcher group worked in an iterative and systematic way to explore the students’ learning. The data draws from the groups’ meetings during the whole project. In order to study the potential learning that was taking place among the teacher team during the course of the teaching project, Practical epistemology analysis (PEA) was used. During the project the teachers’ expanding knowledge was based on needs of relations between their understanding of the object of learning (i.e. the capability that the students should develop) and their previous teaching experiences, technical terms and real life examples. An important factor explaining the development of the teachers’ knowledge base was the discussion in the group focusing on different aspects, starting with formulating an object of learning, constructing the pre-test, identifying critical aspects and planning and revising lessons. Our study shows that it is possible for primary school teachers to significantly increase their knowledge base in technology and technology education through design-based teaching.

  • 21.
    Björkholm, Eva
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Kilbrink, Nina
    Karlstads Universitet.
    Focusing on a specific learning content in primary technology education2015Ingår i: 29th PATT Conference : Plurality and Complementarity of Approachers in Design and technology Education: Plurality and Complementarity of Approaches in Design adn Technology Education / [ed] Marjolaine Chatoney, Marseille, France: Presses Universitaires de Provence , 2015, s. 55-60Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper, we discuss findings from two previous studies in technology education using the Learning study model and the Variation theory of learning. The Learning study is a collaborative approach where teachers and researchers work together in the classroom with the aim to enhance students’ learning concerning a specific content. In a Learning study, focus is on a specific “object of learning”, i.e. what the students are expected to learn. The aim of this paper is to show what knowledge concerning specific objects of learning in technology education is generated in a Learning study and to discuss the potential contribution of this knowledge to technology teaching practice. We will provide examples from two Learning studies conducted in primary technology education in Sweden. The findings from the studies are of two kinds; identified aspects of the object of learning that are critical in order to learn, and aspects that could be referred to the teaching of the specific content.

  • 22.
    Engström, Susanne
    et al.
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?2017Konferensbidrag (Refereegranskat)
    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.

  • 23.
    Engström, Susanne
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    En diskursanalytisk studie av programmering som innehåll i grundskolans teknikämne2016Konferensbidrag (Refereegranskat)
  • 24.
    Engström, Susanne
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Norström, Per
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    A project about materials as subject content within technology education.2016Konferensbidrag (Refereegranskat)
  • 25.
    Engström, Susanne
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    Norström, Per
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    A project about materials as subject content within technology education2017Ingår i: The proceedings of the XVII IOSTE Symposium released in journal ‘Conexão Ciência’. Conexão Ci. | Formiga/MG, E-ISSN 1980-7058, Vol. 12, nr 2, s. 8-14Artikel i tidskrift (Refereegranskat)
    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.

  • 26.
    Hultén, Magnus
    et al.
    Linköpings universitet.
    Björkholm, Eva
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Epistemic habits: primary school teachers' development of pedagogical content knowledge (PCK) in a design-based research project2016Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 26, nr 3, s. 335-351Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Generalist primary school teachers often have little or no training in school subjects such as science and technology. Not surprisingly, several studies show that they often experience difficulties when teaching these subjects, in fact some primary teachers even avoid teaching them. The over all aim of this study is to contribute to new theoretical and methodological tools for the study of how teachers develop knowledge for teaching, i.e. pedagogical content knowledge (PCK). And based on this, elaborate on implications for the professional development of primary school teachers. The teachers in the study participated in a designbased research project concerning technology education in Grade 1. We were especially interested in whether the teachers displayed any habits that contributed to the development of their personal PCK.We found three significant patterns in how the teachers, together with the researcher, developed knowledge of how to teach a specific topic in technology. We argue that these patterns tell us something about the teachers’ epistemic habits in relation to the teaching of technology. The existence of these habits could help to explain how teachers with little or no experience of teaching a subject can develop relevant PCK.

  • 27. Rosberg, Johnny
    et al.
    Björkholm, Eva
    Lärarhögskolan i Stockholm.
    Osbeck, Anders
    Teknik 04: Lärarmaterial för utbildning, fortbildning och undervisning i teknik2004 (uppl. 2)Bok (Övrig (populärvetenskap, debatt, mm))
1 - 27 av 27
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