Endre søk
Begrens søket
12 51 - 86 of 86
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 51.
    Kjeller, Erika
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Windahl, Myra
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Kollegialt lärande via facebook2017Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Facebook är den mest använda sociala plattformen bland vuxna i Sverige idag. Här sker

    dagligen erfarenhetsutbyten mellan individer som samlats kring något eller några

    gemensamma intressen. I det vanliga Facebookflödet kan detta vara familj och vänners

    välmående, i Facebookgrupper sker det kring mer specifikt uttalade ämnen. I

    Facebookgrupper inriktade mot lärare samlas således dessa kring ett gemensamt intresse för

    undervisning. Men det erfarenhetsutbyte som sker i dessa grupper och det lärande som det

    ger upphov till har idag ingen status i samhället. Skollagen påbjuder att lärare ska fortbildas

    och Skolverket rekommenderar kollegialt lärande som modell. I en fallstudie har tre

    Facebooktrådar från en Facebookgrupp inriktad mot matematiklärare analyserats och

    jämförts med fem trådar från en Facebookgrupp inriktad mot tekniklärare. Studien vill se

    hur pass väl de samtal som förekommer i Facebookgrupperna stämmer överens med

    definitionen på ett kollegialt lärande. Detta har gjorts genom en samtalsanalys där de

    utvalda trådarna har kopplats till kriterier för lärares yrkesmässiga kunskapsbas samtidigt

    som en analys av samtalets utveckling över tid förs. Trådarna från matematikgrupperna

    jämförs sedan med trådarna från teknikgrupperna för att belysa om samma

    samtalsutveckling sker oberoende av vilket ämne som diskuteras i trådarna. Slutsatsen är att

    ämnesrelevanta och didaktiska samtal förs i båda Facebookgruppernas alla trådar. Detta är

    dock inte tillräckligt för att samtalen ska kunna räknas till ett kollegialt lärande i och med att

    studien inte kan fastställa att lärandet sker över längre tid.

  • 52.
    Krendel, Jan-Erik
    KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Filosofi och teknikhistoria, Filosofi.
    "Undervisa om teknikens etik!"2011Inngår i: Teknikutbildning för framtiden: perspektiv på teknikundervisningen i grundskola och gymnasium / [ed] Hansson, Sven Ove, Nordlander, Edvard & Skogh, Inga-Britt, Stockholm: Liber, 2011, 1. uppl.Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 53.
    Lindqvist, Henrik
    et al.
    Linkoping Univ, Dept Behav Sci & Learning, SE-58183 Linkoping, Sweden..
    Weurlander, Maria
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap. Karolinska Inst, CLINTEC, Stockholm, Sweden..
    Wernerson, Annika
    Karolinska Inst, CLINTEC, Stockholm, Sweden..
    Thornberg, Robert
    Linkoping Univ, Dept Behav Sci & Learning, Educ, Linkoping, Sweden..
    Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations2019Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Student teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers' perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers' main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance.

  • 54.
    Malmqvist, Johan
    et al.
    Chalmers.
    Edström, Kristina
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Hugo, Ron
    University of Calgary.
    A Proposal for Introducing Optional CDIO Standards2017Inngår i: Proceedings of the 13th International CDIO Conference / [ed] Brennon, R., Edström, K., Hugo, R., Roslöf, J., Songer, R., & Spooner, D., 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The first version of the CDIO standards was presented in 2005 (Brodeur & Crawley, 2005). The aim of this paper is to explore if meeting current CDIO standards still corresponds to the expectations placed on graduates from leading engineering programs worldwide. In this paper, we first identify engineering competencies that are claimed to be essential both today and in the future, focusing on competencies whose relative importance have grown since the early 2000’s. We also identify pedagogical practices that aim to develop these particular competences. We then propose that these emerging skills and best practices should be incorporated in CDIO as “optional” CDIO standards. Whereas the original or “basic” CDIO standards are scoped with the expectations of a bachelor program in mind, an “optional” CDIO standard indicates a more advanced or broadened competence. A set of potential optional CDIO standards is enumerated. Seven of the potential optional CDIO standards are then elaborated in the same format as the current standards, i.e., with a description, rationale and suggested evidence.

  • 55.
    Mellander, Erik
    et al.
    Inst Evaluat Labour Market & Educ Policy IFAU, POB 513, SE-75120 Uppsala, Sweden..
    Svärdh, Joakim
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE). KTH, Educ & Commun Engn Sci ECE, Stockholm, Sweden..
    Inquiry-based learning put to the test: Medium-term effects of a science and technology for children programme2018Inngår i: REVIEW OF EDUCATION, ISSN 2049-6613, Vol. 6, nr 2, s. 103-141Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We evaluate the effects of participation in the Swedish version of the Science and Technology for Children Program on content and process skills in sciences, in grade 9. The Swedish version, called Natural Sciences and Technology for All (NTA), is predominantly employed in grades 1-6. Our outcome measures are scores and grades on nationwide standardised tests, and course grades, in biology, chemistry and physics, for the years 2009 and 2010. A nationally representative random sample of almost 16,000 test-taking students is coupled with multi-level information about the NTA, and background factors. Non-random selection into the programme is addressed by propensity score analysis. The matched sample has almost maximum common support and is well behaved in terms of propensity scores. Accounting for selection is shown to be very important. We find significantly positive effects on national test scores (effect size 0.24) and national test grades for physics, but not for biology and chemistry. With respect to course grades, we find no significant effects at all. We consider explanations for the differences in the estimated effects across science subjects and between types of outcome variables, i.e. national standardised tests versus course grades.

  • 56.
    Nagar, Sandeep
    KTH.
    Introduction to scilab: For engineers and scientists2017Bok (Annet vitenskapelig)
    Abstract [en]

    Familiarize yourself with Scilab using this concise, practical tutorial that is focused on writing code to learn concepts. Starting from the basics, this book covers array-based computing, plotting, and working with files in Scilab. Introduction to Scilab is useful for industry engineers, researchers, and students who are looking for open-source solutions for numerical computation. In this book you will learn by doing, avoiding technical jargon, which makes the concepts easy to learn. First you’ll see how to run basic calculations, absorbing technical complexities incrementally as you progress toward advanced topics. Throughout, the language is kept simple to ensure that readers at all levels can grasp the concepts. After reading this book, you will come away with sample code that can be re-purposed and applied to your own projects using Scilab. Who This Book Is For Engineers, scientists, researchers, and students who are new to Scilab. Some prior programming experience would be helpful but not required.

  • 57.
    Nilsson, Jörgen
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Saknas den historiska dimensionen?: Om matematikens kulturhistoria ur ett didaktiskt perspektiv2017Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Arbetet handlar om matematikens kulturhistoria ur ett didaktiskt perspektiv i gymnasieskolans undervisning. Syftet är dels att undersöka hur lärare och elever ser på matematikens historia och dess inkluderande i matematikundervisningen, dels om det finns en diskrepans mellan olika läroboksförfattare hur man tolkar Skolverkets intention om att ge eleverna möjlighet att relatera matematiken till ett historiskt sammanhang. Baserat på några didaktikforskares olika synvinklar behandlas också frågor kring varför vi bör inkludera matematikens historia, vilka alternativa metoder som kan användas samt vilka eventuella hinder som kan finnas för detta. Dessutom ställs matematikhistorisk undervisning i relation till både teoretiska lärandeperspektiv och jämställdhet mellan män och kvinnor.

    Metoderna som använts i arbetet utgörs, dels av en kvalitativ enkätundersökning baserad på frågeformulär ställda till några lärare och elever, dels av en litteraturjämförelse mellan fyra av de vanligaste förekommande läroboksserierna i matematik på den svenska läromedelsmarknaden. Litteraturstudien baseras på både en kvantitativ och en hermeneutisk ansats där såväl mängden av historiskt innehåll liksom texternas innebörd studeras och uttolkas baserat på det sätt på vilket de framställts.

    Resultatet av studien visar att undervisning i matematikens historia prioriteras relativt olika bland lärarna och den ges i huvudsak låg prioritet då den ställs mot matematikundervisningens andra delar som aritmetik, algebra, geometri med flera. Vidare visar sig intresset vara begränsat hos merparten av eleverna. Ett något större intresse noteras däremot hos lärarna, som dock i relativt hög andel själva saknar utbildning i matematikens historia. Studien visar också att det finns betydande skillnader i hur läromedelsförfattarna ser på elevernas behov av matematikhistoriskt innehåll, inte minst mellan matematikkursernas a-, b- och c-spår. Även sättet på vilket det matematikhistoriska innehållet presenteras skiljer sig avsevärt mellan de studerade läroboksserierna.

  • 58.
    Nordlöf, Charlotta
    et al.
    Linköpings universitet.
    Engström, Susanne
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    How teachers value skills and content in Technology teaching in Swedishcompulsory school – a “climate” change2019Inngår i: PATT 37 Developing a knowledge economythroughtechnology and engineering education / [ed] Sarah Pulé and Marc J. de Vries, eds, 2019Konferansepaper (Fagfellevurdert)
    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

  • 59.
    Norström, Per
    KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Filosofi och teknikhistoria, Filosofi.
    Engineers' non-scientific models in technology education2013Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, nr 2, s. 377-390Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Engineers commonly use rules, theories and models that lack scientific justification. Examples include rules of thumb based on experience, but also models based on obsolete science or folk theories. Centrifugal forces, heat and cold as substances, and sucking vacuum all belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts and they are used for this when convenient. Engineers’ work is a common prototype for the pupils’ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineers’ non-scientific models as well as scientific ones when doing design work in school technology. The acceptance of the non-scientific models for action guidance could be experienced as contradictory by pupils and teachers alike: a model that is allowed, or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology.Technology is first and foremost what leads to useful results, not about finding the truth or generally applicable laws. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.

  • 60.
    Norström, Per
    KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Filosofi och teknikhistoria, Filosofi. Avdelningen för filosofi.
    Engineers' non-scientific models in the design process2011Inngår i: PATT 25:CRIPT8: Perspectives on learning in design and technology education / [ed] Kay Stables, Clare Benson, Marc J. de Vries, London: Goldsmiths, University of London , 2011, s. 321-325Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Engineers commonly use rules, theories and models that lack scientific justification. Examples include rules of thumb based on experience, but also models based on folk theories and obsolete science. Centrifugal forces and sucking vacuum belong to the latter group. These models contradict scientific knowledge, but are useful for prediction in limited contexts where they are used when found convenient. Engineersʼ work is a common prototype for the pupilsʼ work with product development and systematic problem solving during technology lessons. Therefore pupils should be allowed to use the engineersʼ non-scientific models when doing design work in school technology. The acceptance of these could be experienced as contradictory by the pupils: a model that is allowed or even encouraged in technology class is considered wrong when doing science. To account for this, different epistemological frameworks must be used in science and technology. Technology is first and foremost about usefulness, not about truth. This could cause pedagogical problems, but also provide useful examples to explain the limitations of models, the relation between model and reality, and the differences between science and technology.

  • 61.
    Norström, Per
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Technological Experiments in Technology Education2015Inngår i: PATT 29: Plurality and complementarity of approaches in design and technology education / [ed] Marjolaine Chatoney, Aix-en-Provence: Service Imprimerie de l'université d'Aix-Marseille , 2015, s. 322-327Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In processes of engineering design and innovation, technological experiments are commonly conducted. The methods used are similar to those in the natural sciences, but the objectives are different. Technological experiments commonly deal with context-dependent problems related to function, rather than the uncovering or falsification of general laws. Furthermore, they often include value-laden concepts such as safety and ergonomics which are not part of the natural sciences. In school, experimentation is largely seen as part of the domain of the natural sciences, and the experimental parts of technological work gets little attention. This study is based on findings from a professional development course for teachers in years 7 to 9 in compulsory school in Sweden (pupils aged 13–16). In the course, the use of experiments in education was one of the major themes. The teachers who partook in the course generally found it difficult to formulate technological problems to be examined using experimental methods. During the course, they were to develop their own technology education experiments. These often turned out to be rather plain activities where the results, rather than the process were the important thing. In this paper, the results from the teachers’ actual attempts to design technological experiments and reasons for why experimentation should get a more prominent position in school are discussed. Experimental work is an essential part of research in engineering design and the technological sciences and should therefore be included in technology education, but without turning it into only applied natural science.

  • 62.
    Norström, Per
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Lärande i teknikvetenskap.
    The Nature of Pre-University Engineering Education2016Inngår i: Pre-University Engineering Education / [ed] Marc J. de Vries, Lena Gumaelius, Inga-Britt Skogh, Rotterdam: Sense Publishers, 2016, 1, s. 27-46Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Engineering has been introduced as a subject area in schools all over the world during the last decades. The purpose and contents vary slightly, but are commonly based on an engineering design process – on methods for systematic problem solving and product development. Skills learnt during this work is thought to be transferable to everyday life, future careers, and other educational areas. Pre-university engineering education should also increase pupils’ interest in technology, science and/or mathematics. Engineering projects in school commonly deal with non-realistic problems, which lead to difficult challenges for teachers and pupils concerning the transfer of skills to contexts outside of school. Great hopes for engineering’s opportunities to improve pupils’ creativity, learning, initiative, collaboration, and autonomy are expressed in curricula, but no conclusive evidence for its effectiveness exists.

  • 63.
    Pears, Arnold Neville
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Developing Computational Thinking, "Fad" or "Fundamental"?2019Inngår i: Constructivist Foundations, ISSN 1782-348X, E-ISSN 1782-348X, Vol. 14, nr 3, s. 410-412Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Publicised by Wing and later expanded on, computational thinking purports to be the foundation of thought for coming generations, an indispensable skill-set that compulsory education must provide. The target article uses small tasks to develop skills relevant to computational science and computing, and explores the student interaction with these tasks. Useful skills may be developed by these students, but the article does not explicitly connect these tasks to computational thinking skills or competencies. This causes the reader to ask the question: are they developing computational thinking, or some other set of computer-related skills? A more fundamental question, and one beyond the scope of the target article, is what are the skills that are ultimately unique for computational thinking?

  • 64.
    Pears, Arnold Neville
    et al.
    Department of Information Technology, Uppsala University,.
    Daniels, Mats
    Cajander, Åsa
    The Archetype Learning Method: Scaffolding teamwork competences in the engineering classroom2017Inngår i: 2017 IEEE Frontiers in Education Conference (FIE), Institute of Electrical and Electronics Engineers (IEEE), 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Globalisation of both the workplace and higher education is a fact for many Universities and Industries. For the universities the challenge lies both in identifying the needs and developing pedagogies suitable for preparing their students to become a workforce that can contribute in a global economy. Thus, a central issue is how to provide an appropriate level of background knowledge and skills which contribute to the success of the individual in the workplace, and to the success of their employers. Helping students develop the skills required for success in global software development teams provides a number of unique challenges and opportunities for the designers of engineering degree programmes. A central issue is that students bring with them local cultural norms, different native languages, and rhetorical traditions, which place an additional burden to the already difficult task of working effectively in a student engineering team. The contribution of this paper is the presentation of two learning activities; 1) structured role-play and 2) hypothetical archetypes, used within a method we call the "Archetype Learning Method" (ALM). The activities are geared towards enhancing the students' awareness of the underlying complexities inherent in participating in global software engineering and through that provide scaffolding to the development of teamwork skills. Our method provides students with strategies for engaging more productively in teamwork in a global context, hence contributing to the systematic development of one of the critical professional skills identified in the CHAOS report.

  • 65.
    Riese, Emma
    et al.
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Teoretisk datalogi, TCS.
    Bälter, Olle
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Hedin, Björn
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Medieteknik och interaktionsdesign, MID.
    Kann, Viggo
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Teoretisk datalogi, TCS.
    Programme Integrating Courses Fighting to Get Engineers to Reflect on Non-technical Topics2019Inngår i: ITiCSE '19 Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, New York, NY, USA: ACM Digital Library, 2019, s. 133-139Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Programme Integrating Courses (PICs) aim to tie students, teachers and courses in education programmes closer together. In this study, we investigate three PICs, as part of engineering programmes in computer science and media technology. The purpose of this study was to gain a deeper understanding of how students and mentors experience the PICs with a focus on the assessment and the relationship between students, and students and mentors. We used a mixed method approach, interviewed 22 students and 6 mentors, and sent out questionnaires to all 25 mentors and all students from two of the three courses (630+470 students). The results showed that the students and mentors appreciated the social aspects of the courses, getting to know each other and share experiences. However, some were uncomfortable reflecting upon the given non-technical topics. On a general level, the students stated that their mentors assessed their reflections correctly but they were sceptical towards being graded on a scale other than pass/fail.

  • 66.
    Riese, Emma
    et al.
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Datavetenskap, Teoretisk datalogi, TCS.
    Bälter, Olle
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Datavetenskap, Teoretisk datalogi, TCS. KTH, Skolan för elektroteknik och datavetenskap (EECS), Människocentrerad teknologi, Medieteknik och interaktionsdesign, MID.
    Mosavat, Vahid
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Datavetenskap, Teoretisk datalogi, TCS.
    Don’t get stuck in the tool, use the method!: Lessons learned by teaching test driven program development2019Inngår i: KTH SoTL 2019, Stockholm: KTH Royal Institute of Technology , 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Since 2014, we have embedded Test Driven Development (TDD) in an introductory programming course. TDD is common industry practice for developing code, and has also become a part of curriculums at different levels and proven beneficial in educational settings (Kollanus and Isomöttönen, 2008). The method itself is rather simple: you start with writing test cases for your program (what output you expect for certain input) and then you write code that fullfils these tests. In that way, the use of the TDD enables you to test your code immediately and throughout the development, in opposed to the more traditional way in which you first finish the code and then write test cases to verify it. Teaching this method in an introductory course would also enable students to use it in later courses and be well accustomed to the method when they graduate. Researchers that conducted a previous study on this recommends that TDD should be mandatory (Marrero and Settle, 2005).

    TDD has during the years 2014-2017 been a mandatory part of an introductory programming course offered to non-computer science majors. The approach to teaching TDD has evolved and been a bit different each year. However, since TDD have been a mandatory part of the course, it was also part of what the students were assessed on, in coherent with constructive alignment (Biggs, 1996). Making it part of the assessment was also believed to motivate students to use the method, since the assessments can make students take part in learnings situations they otherwise would not (Ramsden, 2003). Hence, the students were required to not only submit and present their code, but also their test cases, that had to be written in a standard tool, doctest, that was presented and explained during lectures. In 2017, all 64 students that presented their final assignment during the spring filled out a survey about their experiences with TDD and in addition, nine of the students were interviewed.

    From the open-ended questions on the surveys and from the interviews, it became evident that many of the students had not understood nor used the method TDD, but had instead used the testing tool to create test cases when their program was already finished. They had handed in test cases since that was a requirement to pass the course, but they had forgotten all about the method. From these results, the lesson we learned was that even though our intention had been to make TDD mandatory, and we planned the assessment with that in mind, we had actually only made the use of the testing tool mandatory. 

    We did try to convince the students that using the TDD method would be beneficial in the development of the program, but failed. One of the benefits of TDD is for code maintenance, but the structure of our courses does not easily lend itself to requiring adjustments of a student project say six months after the first submission, especially for students who are non-CS majors.

    When teaching your students a method through the usage of a tool, you need to make sure your students can distinguish between the method and the tool. You will also have to emphasize the method and plan the assessment in such a way that the use of the method, the process, is assessed. If the focus is only on the finished product, it will more likely be an assessment of how well the students used the tool and the students are at risk of neglecting the method altogether.

  • 67.
    Riese, Emma
    et al.
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Datavetenskap, Teoretisk datalogi, TCS.
    Kann, Viggo
    KTH, Skolan för elektroteknik och datavetenskap (EECS), Datavetenskap, Teoretisk datalogi, TCS.
    Teaching assistants’ experience of their roles and responsibilities in relation to tutorials2019Inngår i: KTH SoTL 2019, Stockholm: KTH Royal Institute of Technology , 2019Konferansepaper (Fagfellevurdert)
  • 68. Rolandsson, L.
    et al.
    Skogh, Inga-Britt
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Männikkö Barbutiu, S.
    Bridging a gap: in search of an analytical tool capturing teachers’ perceptions of their own teaching2016Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 69.
    Rolandsson, Lennart
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Changing Computer Programming Education; The Dinosaur that Survived in School An explorative study about educational issues based on teachers' beliefs and curriculum development in secondary school2013Inngår i: 2013 Learning And Teaching In Computing And Engineering (LATICE 2013), IEEE , 2013, s. 220-223Konferansepaper (Fagfellevurdert)
    Abstract [en]

    According to teachers, the computer programming education dependence on students' logical and analytical abilities (even before the course starts). A majority of teachers also perceive their pedagogy as non-sufficient for students' learning. The paper unravels two types of instruction at upper secondary school; one which emphasizes individual work with programming languages assisted by a teacher, and one which emphasizes students' experiences of learning concepts. Two types of instruction that corresponds to the existence of two groups of teachers during the 1980s; the defenders who perceived learning as based on repeating sequences in a behavioristic manner, and partisans who perceived learning as based on discovery and self-teaching. The paper suggests that instructional design has remained the same, since the beginning of the 1970s, which could be the rationales for the difficulties in learning and teaching computer programming.

  • 70.
    Rolandsson, Lennart
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Teachers' Beliefs Regarding Progamming Education2013Inngår i: Technology Teachers as Researchers, Sense Publishers, 2013, s. 285-309Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The paper explores the beliefs of today’s programming teachers from the following research question: What beliefs do programming teachers express regarding teaching and learning computer programming in upper secondary school? To answer that question four seminars were offered focusing on upper secondary programming education. At each seminar, a questionnaire designed to elicit teachers’ beliefs about aspects of importance for their instructional design and students learning was given to the teachers/informants.

    The analysis showed four themes in relation to teachers’ beliefs about learning and teaching: 1. Students’ individual connective time, 2. Teachers’ pedagogy, 3. Students’ abilities, 4. Students’ interest and motivation.

    The assessment process is crucial to teachers’ choice of instruction strategies. This is particularly valid in the beginners’ course, where collaboration among students (peer-learning) is often practiced, and where skills essential to working in groups are commonly considered not to be important. In conclusion it could be said that two distinctive instructional patterns exist among teachers; individual support, and instruction for experience of learning.

    A majority of the teachers in the study express a number of expectations concerning their students’ abilities; specific abilities such as logical and analytical thinking are emphasized as important for successful learning, while the ability to work in a group and to communicate is perceived as beneficial but not of any concern during the assessment process. The paper raises the question of whether teachers perceive abilities as fixed and inborn (naïve belief) or something that students could acquire with some effort (sophisticated belief). Findings suggest that a majority of the teachers hold a naïve belief. Findings also show that the teachers in the study focus on the individual, constructivist based learning which indicate that the teachers in the study commonly hold on to relativistic world-views. The concept of pedagogy were also discovered significant as many teachers question the importance of their pedagogy for students' learning.

  • 71.
    Rolandsson, Lennart
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Programming in School: Look Back to Move Forward2014Inngår i: ACM Transactions on Computing Education, ISSN 1946-6226, E-ISSN 1946-6226, Vol. 14, nr 2, s. 12:1-12:25Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 72.
    Rolandsson, Lennart
    et al.
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Skogh, Inga-Britt
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande, Teknikdidaktik.
    Männikkö Barbutiu, Sirkku
    Stockholm University.
    Bridging a Gap: In search of an analytical tool capturing teachers’ perceptions of their own teachingManuskript (preprint) (Annet vitenskapelig)
    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.

  • 73. Rosberg, Johnny
    et al.
    Björkholm, Eva
    Lärarhögskolan i Stockholm.
    Osbeck, Anders
    Teknik 04: Lärarmaterial för utbildning, fortbildning och undervisning i teknik2004 (oppl. 2)Bok (Annet (populærvitenskap, debatt, mm))
  • 74.
    Rosencrantz, Holger
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Teknisk kunskap i teknikdidaktisk forskning2017Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Teknik hävdas ofta vara ett självständigt kunskapsområde, skilt från till exempel naturvetenskaperna och matematiken. Att förtydliga vad detta innebär skulle medföra en förhöjd status för teknikämnet, som i flera bemärkelser har ett ojämlikt förhållande till andra undervisningsämnen. Denna uppsats söker besvara frågan hur forskare inom pedagogikområdet ser på begreppet teknisk kunskap. Metoden som används är en systematisk litteraturstudie. Undersökningen identifierar ett antal perspektiv på detta begrepp och olika sätt att hantera klassiska kunskapsteoretiska problemområden. Konstruktion av tekniska lösningar genom handlingar och artefakter, med utgångspunkt från mål och normer, är ett återkommande tema för hur forskare ser på teknisk kunskap. En annan uppfattning i litteraturen är teknisk kunskap som en rent instrumentell aspekt av teknikstödd undervisning. En tredje uppfattning är teknisk kunskap som förknippat med existentiella problem i ett modernt samhälle. Framtida forskningsfrågor är bland annat hur teknisk kunskap kan konstrueras, härledas och rättfärdigas. Förbättrad insikt i detta område har potential att särskilja tekniken som självständigt skolämne, att bidra till flera separata akademiska diskussioner och att uppnå högre effektivitet i teknikundervisning.

  • 75. Seery, N
    et al.
    Gumaelius, Lena
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Pears, Arnold Neville
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Multidisciplinary teaching: The emergence of an holistic STEM teacher2019Inngår i: Proceedings - Frontiers in Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc. , 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This full research paper approaches the teaching of STEM from a new multi-disciplinary perspective. While the importance of the STEM agenda is not in dispute, the plurality in treatment of STEM as individual subjects or disciplinary areas of study potentially limits the evolution of a new conception of STEM education. In this paper, determinist disciplined learning is challenged through the advocacy of a learning science agenda, which we argue from the perspective of modern teacher education.Unintentionally, our educational systems and structures can create a silo-effect, sometimes impeding the development of multi and trans-disciplinary competencies. This paper advances an argument for a conception of teacher education that supports the development of the holistic STEM teacher. Our conception of the holistic STEM educator revolves around central themes focused on building, manipulating and synthesising STEM specific attitudes, skills and knowledge. The proximal and distal effects are also considered in subsequent discussion.This paper does not propose a generalist teacher, as the significance of content knowledge as a critical component of teacher efficacy is not contested. On the contrary, it considers an unbounded and applied perspective to the treatment of STEM with implications for an enhanced comprehension of abstracted knowledge and support for a more robust construction of meaning. The vision of a STEM teacher is articulated with respect to position, treatment and competencies intending to qualify and sustain the STEM agenda through pragmatic action.

  • 76.
    Skogh, Inga-Britt
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Students’ Encounter with Technology Education: Testimonies from Compulsory School Technology Classrooms2013Inngår i: 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, s. 79-100Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 77. 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/Antologi (Annet vitenskapelig)
    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.

  • 78.
    Sollenberg, Gustav
    KTH, Skolan för industriell teknik och management (ITM), Lärande.
    Numerical model of the myosin V molecular motor2018Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [en]

    A variation on a numerical model of the motor protein myosin V presentedin a paper by Craig and Linke (2009) is developed. An alternative potential is proposed. All aspects of the model development arederived in detail and tested. Two model tests are created and used toconfirm the correctness of the developed model. A simulation demonstratesthat the developed model is able to produce a myosin V step. Adidactical transposition is presented in the form of a compendium, in which a numerical model of myosin V by Craig and Linke (2009) isdescribed. The didactical transposition is developed using a methodologyof didactical engineering. The didactical study indicated thatthe content was well recieved by the target group of eight individualsin respect to the scientific complexity and that it evokes motivation forlearning. The study also indicated that unsuccessful areas of the didacticaltransposition existed.

  • 79.
    Söderberg, Inga-Lill
    et al.
    KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Fastigheter och byggande, Bank och finans. DSV.
    Hernwall, Patrik
    Stockholm university, DSV.
    Elevers förståelse av grundläggande privatekonomiska principer – implikationer för undervisning i HKK2019Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 7, nr 2, s. 111-136Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Ämnet hem- och konsumentkunskap (HKK) bär ansvaret för undervisning i privatekonomi. Detta till trots saknas kunskap om hur elever förstår grundläggande privatekonomiska principer. Med utgångspunkt i en serie om tre workshoppar på tre skolor med totalt 191 elever har tematisk analys använts för att besvara frågeställningen ”Hur förstår elever, i årskurserna 4 till 6, privatekonomi?”. Artikeln visar att elevers förståelse av ekonomi generellt och villkoren för undervisning om ekonomi specifikt är sparsamt beforskat. Genom att relatera den empiriska studien till HKK-ämnet konstateras att det finns goda förutsättningar att utveckla och förstärka såväl undervisningen i som elevers förståelse av ekonomi. Analysen visar att resurs, värde och tid är de centrala principer eleverna använder för att förstå privatekonomi. Artikeln avslutas med en diskussion om hur elevers förståelse av ekonomi kan bidra till en utveckling av undervisning i privatekonomi inom ramen för ämnet hem- och konsumentkunskap.

  • 80.
    Thunberg, Hans
    et al.
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Brandell, Gerd
    Lund University.
    Hemmi, Kirsti
    Stockholm University.
    The Widening Gap — A Swedish Perspective2008Inngår i: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 20, nr 2, s. 38-56Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Transition problems from secondary to tertiary level in mathematics have been arecurrent issue in Sweden. This paper summarises the development during the lastdecades. Results from two recent research studies that illuminate the transitionproblem are presented. The first one, based on empirical data from a major Swedishtechnical university, characterises the widening gap, in content and in approach,between secondary school and first year university courses. The second study dealswith students’ encounters with mathematical proof and is based on a largeinvestigation at another main Swedish university. We discuss the influence on thecurrent transition problems of school reforms and of the great expansion of highereducation in Sweden during the last 10 – 15 years in view of the results from theresearch studies.

  • 81.
    Thunberg, Hans
    et al.
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Filipsson, Lars
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Aims versus Expectations – a Swedish study of problems related to the transition from secondary to tertiary education in mathematics2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    For a number of years now there has been reports that beginning science and engineering students at Swedish universities are having difficulties in passing their mathematics courses. Several studies involving diagnostic tests given to such students report a decline in student knowledge in areas generally considered to be important prerequisites of university mathematics. In order to describe, understand and explain the situation, we have performed a study involving not only the university perspective but also the perspective of students and secondary school teachers. We pinpoint areas of mathematics that constitute a gap of content, i.e. areas that are not covered in secondary school but nevertheless at university are treated as if they had already been covered. We also find a clash of cultures, i.e. a discrepancy in views of what constitutes important mathematical knowledge. Our method using questionnaires as well as course materials and official documents allows for a detailed description of how the goals of secondary school mathematics education are implemented in classroom practice, and how they compare with the expectations on newcomers in the classroom practice at the university.

  • 82.
    Thunberg, Hans
    et al.
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Filipsson, Lars
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Cronhjort, Mikael
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), Lärande.
    Gymnasiets mål och högskolans förväntningar2006Inngår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 33, nr 2, s. 10-15Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 83.
    Thunberg, Hans
    et al.
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Lingefjärd, Thomas
    Öppet brev till Skolverket: Avancerade räknare - hjälper eller stjälper?,2006Inngår i: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 33, nr 4, s. 10-13Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 84.
    Thunberg, Hans
    et al.
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Stadler, Erika
    Bengmark, Samuel
    Winberg, Mikael
    Approaches to Learning Mathematics - Differences Between Beginning and Experienced University Students2013Konferansepaper (Fagfellevurdert)
  • 85.
    Thunberg, Hans
    et al.
    KTH, Skolan för teknikvetenskap (SCI), Matematik (Inst.), Matematik (Avd.).
    Stadler, Erika
    Linnaeus University.
    Bengmark, Samuel
    Chalmers University of Technology/University of Gothenburg.
    Winberg, Mikael
    Umeå University.
    Novice mathematics students at the university: Experiences, orientations and expectations2012Inngår i: Evaluation and comparison of mathematical achievement: Dimensions and perspectives: Proceedings of MADIF8 / [ed] Bergsten, C., Jablonka, E., & Raman, M., Linköping: Svensk förening för MatematikDidaktisk Forskning - SMDF, 2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper, we report an on-going study of novice university students in mathematics and the secondary-tertiary transition. A total of 146 novice mathematics students from three Swedish universities were given a questionnaire in the beginning of their first semester. The aim was to characterize them as learners of mathematics. The results were summarized with descriptive statistics, and Principal Component Analysis (PCA) was used to look for correlations. The results show that the teacher and the textbook play a crucial role in their learning of mathematics. Furthermore, the students can be characterized as either individual or interactive learners, which relates to students’ grades.

  • 86.
    Wojcik, Andrzej
    et al.
    Stockholm Univ, Ctr Radiat Protect Res, MBW Dept, Svante Arrhenius Vag 20C, S-10691 Stockholm, Sweden.;Jan Kochanowski Univ Humanities & Sci, Inst Biol, Kielce, Poland..
    Hamza, Karim
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    Lundegard, Iann
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    Enghag, Margareta
    Stockholm Univ, Dept Math & Sci Educ, Stockholm, Sweden..
    Haglund, Karin
    Tumba Gymnasium, Stockholm, Sweden..
    Arvanitis, Leena
    Blackeberg Gymnasium, Stockholm, Sweden..
    Schenk, Linda
    Filosofi och historia, KTH, Skolan för arkitektur och samhällsbyggnad (ABE), Filosofi och teknikhistoria, Filosofi. Karolinska Inst, Inst Environm Med, Unit Work Environm Toxicol, Stockholm, Sweden.
    Educating about radiation risks in high schools: towards improved public understanding of the complexity of low-dose radiation health effects2019Inngår i: Radiation and Environmental Biophysics, ISSN 0301-634X, E-ISSN 1432-2099, Vol. 58, nr 1, s. 13-20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The levels of stochastic health effects following exposure to low doses of ionising radiation are not well known. A consequence of the uncertainty is that any radiation exposure is met with deep concernboth by the public and by scientists who disagree about how the partly conflicting results from low-dose studies should be interpreted. The concern is not limited to ionising radiation but is inherent to other areas of modern technologies such as biotechnology or electromagnetic fields. The everyday presence of advanced technologies confronts people with the necessity to take decisions and there is an ongoing debate regarding both the nature and magnitude of potential risks and how education efforts may empower peoples ' decision-making. In the field of radiation research there are different opinions regarding the optimal education methods, spanning from the idea that peoples' fears will be eliminated by introducing dose thresholds below which the risk is assumed to be zero, to suggestions of concentrating research efforts in an attempt to eliminate all uncertainties regarding the effects of low doses. The aim of this paper was to present our approach which is based on developing an education program at the secondary school level where students learn to understand the role of science in society. Teaching about radiation risk as a socio-scientific issue is not based on presenting facts but on showing risks in a broader perspective aiming at developing students' competency in making decisions based on informed assessment. We hope to stimulate and encourage other researchers to pursue similar approaches.

12 51 - 86 of 86
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf