Change search
Refine search result
1 - 16 of 16
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Barman, Linda
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Naimi-Akbar, Ida
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    McGrath, Cormac
    Weurlander, Maria
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Engineering teachers’ approaches to design and deliver inclusive teaching in flexible learning spaces.2018In: Proceedings 48th ASEE/IEEE Frontiers in Education ConferenceArticle in journal (Refereed)
    Abstract [en]

    This Work in Progress Research reports on an ongoing study about engineering teachers' approaches to inclusive teaching when designing MOOCs (Massive Open Online Education). It is part of a larger project exploring ways in which MOOC-initiatives can facilitate educational change within Universities. Our assumption is that the teachers, may develop their understanding of inclusive teaching, and, if so, transfer that knowledge into the design and delivery of regular course offerings given by universities. The knowledge generated in this study can help to shape future initiatives for faculty development and support, regarding engineering teachers' ways to design and deliver flexible scalable forms of teaching that facilitates inclusiveness in the learning process.

  • 2.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Andrée, Maria
    Stockholms Universitet.
    Carlgren, Ingrid
    Stockholms Universitet.
    Exploring technical knowledge in the primary technology classroom2016In: Australasian Journal of Technology Education, ISSN 2382-2007, Vol. 1Article in journal (Refereed)
    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.

  • 3.
    Björkholm, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Engström, Susanne
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Exploring Materials as Subject Content within Technology Education2016In: PATT2016: Technology Education for 21st Century, 2016Conference paper (Refereed)
    Abstract [en]

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

  • 4.
    Borglund, Dan
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Carlsson, Ulf
    KTH, School of Engineering Sciences (SCI).
    Colarieti-Tosti, Massimiliano
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH).
    Edström, Simon
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Henriksson, Ann-Sofie
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hjelm, Niclas
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH), Biomedical Engineering and Health Systems, Basic Science.
    Naimi-Akbar, Ida
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Collaborative Course Evaluation and Development at KTH: Progress, Lessons Learned and Way Forward2017In: 6th USIU Conference, 2017, article id 68Conference paper (Refereed)
  • 5.
    Edström, Kristina
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences. KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kolmos, Anette
    Aalborg University, Denmark.
    Malmi, L.
    Aalto University.
    Bernhard, J.
    Linköping University.
    Andersson, P.
    DTU.
    A bottom-up strategy for establishment of EER in three Nordic countries – the role of networks2018In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 43, no 2, p. 219-234Article in journal (Refereed)
    Abstract [en]

    This paper investigates the emergence of an engineering education research (EER) community in three Nordic countries: Denmark, Finland and Sweden. First, an overview of the current state of Nordic EER authorship is produced through statistics on international publication. Then, the history of EER and its precursor activities is described in three national narratives. These national storylines are tied together in a description of recent networking activities, aiming to strengthen the EER communities on the Nordic level. Taking these three perspectives together, and drawing on concepts from community of practice theory, network theory and learning network theory, we discuss factors behind the differences in the countries, and draw some conclusions about implications for networking activities in a heterogeneous community. Further, we discuss the role of networks for affording a joint identity.

  • 6.
    Engström, Susanne
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?2017Conference paper (Refereed)
    Abstract [en]

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

  • 7.
    Engström, Susanne
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Björkholm, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    A project about materials as subject content within technology education2017In: The proceedings of the XVII IOSTE Symposium released in journal ‘Conexão Ciência’. Conexão Ci. | Formiga/MG, E-ISSN 1980-7058, Vol. 12, no 2, p. 8-14Article in journal (Refereed)
    Abstract [en]

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

  • 8.
    Fahrman, Birgit
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Skogh, Inga-Britt
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Experienced technology teachers' teaching practices2019In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.

  • 9.
    Gumaelius, Lena
    et al.
    KTH, School of Industrial Engineering and Management (ITM).
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM).
    Svärdh, Joakim
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Skogh, Inga-Britt
    KTH, School of Industrial Engineering and Management (ITM). Philosophy and History, KTH, School of Architecture and the Built Environment (ABE), Philosophy and History of Technology, Philosophy.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM).
    Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 29, no 4, p. 739-758Article in journal (Refereed)
    Abstract [en]

    In Sweden, there have been multiple large scale interventions to support compulsory school teachers generally and within specific subjects. Due to the costs associated with such interventions it is critical that interim evaluation measures exist which can indicate potential success. Additionally, evaluation measures which can measure the actual impact of interventions relative to their intended aim are also needed as validation tools. The Swedish regional 'Tekniklyftet' or 'Boost of Technology' project which ran from 2011 to 2013 is presented here as a case study exploring evaluation measures for educational interventions in technology education. Three different evaluation approaches were used as measures of the intended outcomes of the intervention. These included (1) analysing the preconditions which exist in schools for teachers of Technology, (2) analysing the use of local long term technology education planning documents (school work plans) developed during the intervention, and (3) analysing the potential change over time in student performance in Technology based on national grades at the end of compulsory school. The findings gained from each approach indicate that the Boost of Technology project was a success. However, there were shortcomings associated with each approach. They are therefore discussed in the Swedish context with the intention to support future international stakeholders in the evaluation of interventions aspiring to develop technology education.

  • 10.
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM). KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Comparative judgment: How it can be used to enhance teachers' formative assessment skills and students' learning2019In: Education Canada Magazine / EdCan Network, ISSN 0013-1253, Vol. 59, no 1, p. 18-21Article in journal (Other academic)
    Abstract [en]

    Comparative judgment (CJ) is an assessment methodology based on the ranking of two pieces of work at a time. CJ can be used both as a professional development tool to sharpen assessment skills and develop shared standards, and as a way of identifying exemplars of quality that allow students to better understand learning goals and expectations

  • 11.
    Hartell, Eva
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    STEM and assessment: A Swedish perspective2016In: Education Technology Solutions, ISSN 1835-209X, Vol. 72, no jun/jul, p. 58-62Article in journal (Refereed)
  • 12.
    Hartell, Eva
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Strimel, Greg
    Purdue University.
    What is it called and how does it work: examining content validity and item design of teacher-made tests2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, p. 1-22Article in journal (Refereed)
    Abstract [en]

    This article examines content validity in teacher made tests in elementary technology education—an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers’ assessment practices are not always adequate to support instruction, much is unknown about teachers’ assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils’ everyday lives, which seem to contradict the aims and purpose of the subject.

  • 13.
    Lindqvist, Henrik
    et al.
    Linkoping Univ, Dept Behav Sci & Learning, SE-58183 Linkoping, Sweden..
    Weurlander, Maria
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences. 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 situations2019In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928Article in journal (Refereed)
    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.

  • 14.
    Naimi-Akbar, Ida
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology.
    Nyberg, Sara
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    Systematic course analysis - How infrastructure and research findings collaborate to support course development2019In: Proceedings - Frontiers in Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc. , 2019, article id 8659193Conference paper (Refereed)
    Abstract [en]

    This work-in-progress research-to-practice paper describes how a technical university has worked to build a research-based course evaluation and analysis framework into its IT-infrastructure and how it is used for course development. We report an initial analysis made to see how spread the use of the framework is over the university. We investigate the usage and the ownership of course evaluations and discuss different approaches of how the system has been utilized. By analysing the use of the framework at the university we gain a first insight how the framework has been received among faculty and how they make use of the framework for course evaluation, analysis, and development in a systematic way. © 2018 IEEE.

  • 15.
    Norström, Per
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.
    The Nature of Pre-University Engineering Education2016In: Pre-University Engineering Education / [ed] Marc J. de Vries, Lena Gumaelius, Inga-Britt Skogh, Rotterdam: Sense Publishers, 2016, 1, p. 27-46Chapter in book (Refereed)
    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.

  • 16.
    Seery, Niall
    et al.
    Athlone Institute of Technology.
    Kimbell, Richard
    Goldsmiths University of London.
    Buckley, Jeffrey
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences. Athlone Institute of Technology.
    Phelan, Joseph
    University of Limerick.
    Considering the relationship between research and practice in technology education: A perspective on future research endeavours2019In: Design and Technology Education: An International Journal, ISSN 1360-1431, E-ISSN 2040-8633, Vol. 24, no 2, p. 163-174-Article in journal (Refereed)
    Abstract [en]

    Technology subjects are a relatively recent addition to the discipline offerings at post-primary level, and have a short but interesting history in terms of associated educational research. In this paper, an overview of the evolving research agendas that emerged in response to the nature of practice, from the perspectives of the Technology Education Research Unit (TERU) and the Technology Education Research Group (TERG) is presented. A chronological account of their research activities is provided, demonstrating the perspectives, paradigms and foundations of their research endeavours. The purpose of this paper is to provoke reflection on the past, present and future of technology education research and practice, using both TERG and TERU for narrative purposes. Therefore, this paper concludes by sharing the evolution of research in TERU and TERG, so as to help consider and shape the future of relevant, contemporary, and progressive research activity.

1 - 16 of 16
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf