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  • 1. Alghamdi, F.
    et al.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Nylén, A.
    Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia2018In: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia, Springer, 2018, Vol. 11169, p. 129-140Conference paper (Refereed)
    Abstract [en]

    The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.

  • 2.
    Andersson, Erika
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kundutbildning från tre infallsvinklar: En fokusgruppstudie om hur utmaningar skulle kunna reduceras2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study is conducted as an assignment from Saab in Järfälla, Sweden. Saab wanted help to reduce the challenges in the customer training since the instructors had expressed they needed help to improve it. The purpose of this study is to map the challenging situations that an instructor at Saab can experience during the customer training, and analyse how the challenges could be reduced. The main focus is put on organisational culture, pedagogic competence, and specialist knowledge.

    The theoretical background describes the following theories: adult teaching, competence, and organisational culture. The development of the competence is discussed and the importance of how to use the right competence is stated. The organisational culture is discussed and what an organisation can do in order to strengthen the culture is presented. Theories for adult teaching are also presented.

    A qualitative approach, in the form of focus group interviews, are used to collect data. Four focus group interviews are analysed using thematic analysis where the different themes and codes are found using the theory.

    The results indicate that the different challenges that the instructors are facing in the customer training are linked and that they influence the organisation as a whole. An example of what Saab could do in order to reduce the challenges in the customer training is presented and discussed based on relevant theories. The things that Saab may do to reduce the challenges, according to this study, are: improve the communication, work as a team and try to create a strong organisational culture.

  • 3.
    Andersson, Lina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Medborgarforskning: En miljöutbildning för allmänheten?2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to study the behavioral changes in participants in the citizen science project

    "Växtkalendern". The purpose is also to study how the citizen science project "Växtkalendern" can influence the gap between awareness and action in terms of climate change issues, so-called action gap, among the participants. The study is conducted based on an abductive approach, where the empiric material influences the literature study and vice-versa. The relevant empirical was collected through a survey sent out to all the participants in the project "Växtkalendern". In addition, interviews and discussions with specialists in the field of citizen science research have been conducted.

    The results shows that the citizen science project

    "Växtkalendern" has potential to influence participants. The survey revealed that the participants felt that the opportunity to assist research was clearly the most important reason for participation. Using the theoretical standing points and the empirical material, the citizen science project ability to create behavioral changes in the participants in terms of climate change issues was analyzed. The study shows that the gap between awareness and action can be reduced with the help of citizen science as participants experienced increased awareness and a changing behavior through participation in the project "Växtkalendern".

  • 4.
    Andersson, Magnus
    et al.
    KTH, School of Engineering Sciences (SCI), Applied Physics, Materials and Nanophysics.
    Weurlander, Maria
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Peer review of laboratory reports for engineering students2018In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, p. 1-12Article in journal (Refereed)
    Abstract [en]

    Here, we present a module to introduce student peer review of laboratoryreports to engineering students. Our findings show that students werepositive and felt that they had learnt quite a lot from this experience.The most important part of the module was the classification scheme.The scheme was constructed to mimic the way an expert would arguewhen making a fair judgement of a laboratory report. Hence, our resultsmay suggest that the success of the module design comes from activelyengaging students in work that is more related to ‘arguing like anexpert’ than to only supply feedback to peers, which in such a casewould implicate a somewhat new direction for feedback research. Forpractitioners, our study suggests that important issues to consider in thedesign are (i) a clear and understandable evaluation framework, (ii)anonymity in the peer-review process and (iii) a small external motivation.

  • 5.
    Artjomenkov, Nikolai
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Laborativt arbete inom fourieranalys och motivation till matematikinlärning: Utvärdering och vidareutveckling av en laboration inom fourieranalys och ljudbehandling vid Vetenskapens Hus2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis investigates the ability of a lab exercise in House of Science (Vetenskapens Hus),Stockholm, to create bridges between upper-secondary school students’ knowledge, university mathematics and practical application of that knowledge, thus increasing their motivation and interest to learn more mathematics and physics. The topic of the lab exercise is Fourier analysis and its practical application in Digital Sound Processing (DSP). The lab exercise deals with mathematics, physics and IT-technology thus making the activity interdisciplinary.

    An important part of the work is also to improve this lab exercise based on the results of this study. The result is based on qualitative data from interviews, questionnaires filled by students and their teachers and also on literature studies. Some data is also collected through an iterative process of improving the lab exercise.

    This report starts with justification for conducting this work, setting the goals and objectives and formulating main questions. Then the methods, which were used in order to answer these questions, are described. The middle part of the report summarizes literature and research studies in education, interest and motivation of students and also summarizes a scientific basis for the content of the school program in Fourier analysis. Next, the development process of the school program is described. This is followed by a presentationof the results of testing the school program with upper secondary school students with regard to how their interest and motivation are affected by it. The report ends with a discussion of these results and its credibility.

    The result shows that the final version of the lab exercise, that is modified within the framework of this study, wakes students’ interest and motivation towards the topic of the exercise. The result also shows that some complex concepts (both new and those which are learned in school) become clearer for the students after the exercise which could potentiallylead to an increase in their motivation for learning the mathematics and physics in general. The problem is that the lab exercise was tested on too few classes for being able to generalize the result over the whole target group of the upper-secondary school students.

  • 6.
    Aue Andersson, Gabriela
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hjortsberg, Tobias
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Genusperspektiv på två av grundskolans teknikböcker: Två textanalyser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Gender equality is a central topic and it is regulated through the Swedish parliament regulations, laws against discrimination and equality laws. Swedish parliament adopted goals for Swedish language policy, which says that language usage that conserves gender roles and obscuring women in, for example, the authorities' texts and in the language used in media, workplaces and schools should be counteracted. Gender equality is also found in the in the curriculum of the elementary school and it should permeate all of the school’s activities. According to Skolverket curriculum the school also has a responsibility to prevent traditional gender patterns. The purpose of this study is to determine whether two textbooks written for the course Technology in elementary school lives up to the requirements of gender equality as stipulated in the curriculum and by the Swedish law regulations. Based on gender and sociology theory, two textbooks have been analysed. The method used in the analysis of the two selected textbooks is text analysis, in the form of a quantitative content analysis and a qualitative discourse analysis, to distinguish and look at different parts of the text and examine different phenomena such as interpretation of messages, intentions or meaning structures. The textbooks are analysed both by means of comparing how often women and men are mentioned in the texts, as well as by evaluating the adjectives and participles by which women and men are described.

    The analysis shows that men are more frequently mentioned in the texts than women are. Moreover, positive adjectives and participles are more commonly associated with the male gender. The analysis also shows that men are usually linked to the public sector by association to their professional titles, where the personal names were mostly associated with well-known scientists and inventors, who historically were mostly men. Since the men were represented more in the texts more active participles were also found associated with men. In some cases, the women in the books are much more associated to their home and family roles than their professional titles. This study concludes that the reviewed textbooks cannot be said to meet the gender equality requirements in the curriculum for the elementary school. Men are in focus and the books confirm prejudice that exists in the society against women and men. However, these books do not need to be dismissed. Teachers can use these to show and discuss the relationship between women and men in today’s society with their students. This way norms can become more developed and contribute to a more permissive climate in the future.

  • 7.
    Berggren, Ebba
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. Högskolan i Gävle.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Weurlander, Maria
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Master students’ experiences of using Design Thinking for solving an authentic challenge2019Conference paper (Refereed)
  • 8.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS).
    Kjellgren, Björn
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Will this be on the exam?: Or, How to Motivate your Students to Learn2017In: KTH SoTL 2017, 2017Conference paper (Refereed)
  • 9.
    Bern, Caroline
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Bedömning av kompetens i tekniska karriärspår: En fallstudie om hur föreställningar om kompetens, kompetensbedömning och karriär påverkar organisationers möjlighet att skapa inkludering och mångfald2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Having a diverse workforce has become an important issue in today’s organizations in order to capture a wide range of competence, skills and abilities. Today many companies encourage work with diversity and inclusion since they argue that it increases creativity and, in extent, company profit. However, many companies struggle to manage such work in a successful way. A method of creating the prerequisites for diversity and inclusion is to study the perception of competence and assessment processes. Assessment of competence is, for example, the basis for decision making in career advancement. The assessment requires one to decide on what competence is and in turn who is competent. The complexity of the concept of competence and norms being a part of the assessment process complicates such decisions. As an attempt to ensure that competence is assessed objectively, many companies apply different formalized procedures for inclusion and diversity work. This study aims to provide a deeper understanding of how career, assessment of competence and formalized procedures interact.

    A case study has been carried out in an engineering industry, which is referred to in the report as Organization A. The purpose of the study was to examine how formalized technical careers affect organizations' ability to create inclusion and diversity, based on perceptions of competence, competence assessment and career. To fulfil the purpose, the following two questions were stated.

    1. How are technical careers structured?
    2. What conditions do technical careers create for equal assessment of competence?

    In the study, a technical career path has been investigated within Organization A. The thesis is part of a MSc in Engineering and Education at KTH. The engineering part of the work is reflected in the technical point of view of the work where an organization with technology-intensive activities has been placed in focus. The educational part of my degree is applied by relating the organization's technical career paths to similar organizations in education, discussing similarities and differences in assessment processes. In order to answer the research questions, interviews with employees and focus groups with managers within Organization A have been conducted. The study shows how technical careers are organized based on formal and informal structures related to assessment of competence and norms affecting assessment processes. The observed technical career path within Organization A is based on an informal pyramid structure that allows for subjective perceptions of the purpose and goals of the career. This enables a view of employees' different capabilities to reach higher levels and is therefore problematized from a diversity and inclusion perspective.

    The assessment criteria of the career path provide room for interpretation and there is no education or support for managers how the criteria should be interpreted and applied. It is a result of a lack of management required to ensure that the career process is used the intended way. The shortcoming contributes to the fact that norms and prejudices can continue to influence the assessment process. The organization's implemented diversity and inclusion work provide some management but is done without caution. Processes of change requires follow-up and evaluation which is lacking. The organization can learn from what in learning research is addressed as formative assessment. The study shows a shortcoming in all three key parts included in formative assessment. Based on stated conclusions, recommendations are given to Organization A to question the purpose of the pyramid structure and to apply clearer management in terms of education and forums for collaboration. Additionally, recommendations are given for how the organization can apply formative assessment in career assessment processes.

  • 10.
    Berzell, Love
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hamlin, Magdalena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Undervisning om hållbar utveckling: Utveckling, implementering och utvärdering av ett lärarstöd2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Sustainable development has a prominent role in the curriculum for Swedish primary school and the ambition is that sustainable development will permeate the school’s work. Though it has been showed that teachers think that implementation of sustainable development is difficult to execute in practice. Perceived obstacles are, for instance, lack of time, knowledge within the area and inspiring examples and that sustainable development is fragmentedly presented in the curriculum. This leads to the fact that sustainable development is in practice either dealt with as small, separate units which in turns leads to the fact that students do not see the context, or with transdisciplinary teaching in specific themes that demands much time that teachers have difficulties to find time to teach all other matter in the curriculum.

    In this study a set-up of two teaching tutorials have been developed and evaluated in order to give a basis for a new teaching support, “Rädda vattnet – Rädda världen” (Swedish, “Save the water – Save the world”). The support can contribute to give the students a more holistic understanding of sustainable development, that is to say a more interdisciplinary understanding, if the teaching support is further developed. The two teaching tutorials were developed within the water-, chemistry- and technology related areas “plastics in the oceans” and “acidification”. They were then evaluated with help of a focus group interview consisting of teachers for grade 4-6 who had tested the teaching tutorials with their students.

    Four aspects that the teachers thought were significant for the applicability were identified, namely that the teaching support:

    • Make the students think it is fun

    • Is teaching content that are authentic and/or exists in the curriculum

    • Is simple for the teacher to use

    • Take time consumed and other frame factors into consideration (for example size of the student group).

  • 11.
    Björkholm, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Sammanfogning av material i eget konstruktionsarbete: Kunnande och elevuppgifter i tidig teknikundervisning2018In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 6, no 2, p. 5-22Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore what the ability to join materials in working with own constructions in primary technology education consists of, as well as how knowing is developed when students work with specific tasks. Interventions were made in four groups of students in second grade (7 and 8-year-old students). Data collection mainly consisted of video observation. The phenomenographic analysis of the students’ actions resulted in seven categories, describing qualitatively different ways of knowing related to joining materials. The categories were related to aspects of function, such as analyzing the duration of the joining; and construction, such as selecting joining materials. The student tasks, in terms of educational materials, instructions or task design, were then related to the identified ways of knowing. The study contributes to the specification of which knowledge students can develop, and what kind of student tasks in early technology education that can contribute to it.

  • 12.
    Björkholm, Eva
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION–FIXED OR CHANGEABLE?2018In: Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017) / [ed] Odilla Finlayson, Eilish McLoughlin, Sibel Erduran and Peter Childs, Ireland, 2018, p. 1953-1960Conference paper (Refereed)
    Abstract [en]

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

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

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

    e aim of this study

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

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

    collected by observation of the teaching sessions within t

    he course as well as in three of the

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

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

    The findings show that

    the content k

    nowledge in the teacher training course is taken for granted

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

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

    similar v

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

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

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

  • 13.
    Björlin Svozil, Louise
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Beslutsgrund: en studie av utbildningsval bland kvinnliga elever på gymnasieskolans Naturvetenskaps- och Teknikprogram2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Education in engineering sciences in Sweden have for the past hundred years gone from solely recruiting men to a 36 percentage of female students. Even though the number of women is progressing in some fields, other fields still have as low proportion as 16 percent. The largest base for recruiting engineering students is the Swedish gymnasium programs in Sciences (NV) and in Technology (TE). The research method grounded theory (GT) was used when female students in NV and TE were interviewed to investigate the main concern of these students making choices about present and future studies. A broad spectrum of reasons, summarized in the core category Reasons for Decision (Beslutsgrund), showed that the students took into consideration the labour market, eligibility to university, the ranking of an education, expectations for social belonging, self-efficacy, grades, avoidance of a school subject, if the education led to the desired career, work load and work load in relation to eligibility. The execution of GT showed that this method could be used within the frame of a master thesis and that there are challenges and advantages in the combination.

  • 14.
    Blomqvist, Jonas
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Dahlberg, Victor
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Undersökning av direktuppspelning som pedagogiskt verktyg inom MOOC2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Self-paced massive open online courses, MOOCs, provide individual learners with

    the opportunity to take control of their learning. However, MOOCs require learners

    to be able to fulfil the course with limited help from teachers and peers - something

    that is highlighted as an essential factor to enhance the learning experience in distance

    education. Therefore this study aims to explore the use of live streaming as

    a pedagogic tool in self-paced MOOCs to enhance communication between learners

    and between learners and the teacher.

    Based on a systematic literature study, a live streaming event was designed and

    conducted via Twitch in a self-paced MOOC given by KTH Royal Institute of Technology.

    To evaluate the event surveys were handed out to the learners and the teacher

    was interviewd. An interview was also conducted with another teacher at KTH who

    had experience with planning and executing live streaming events.

    Since MOOCs are characterized as being accessible to everyone a user-friendly and

    free platform plus software were selected. Due to the fact that a live streaming

    event in MOOCs must be able to support a large number of learners, we chose to

    allow learners to communicate only via chat while the teacher was able to communicate

    via chat, audio and video. The study showed that both the learners and the

    teacher perceived this moment as a rewarding complement to the opportunities for

    communication already provided in self-paced MOOCs but that the teacher has a

    major responsibility in enabling the interactions that live streaming allows. The

    teacher also felt that live streaming provided a personal contact and could therefore

    be a means to minimize the sense of isolation that is often associated with self-paced

    MOOCs. The study further designed a manual to facilitate implementation in future

    courses.

  • 15.
    Borck Janeheim, Sofie
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    How to Improve Learning at Work?: A Case Study of an Interactive Learning Activity with Virtual Knowledge Sharing2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This project is a case study conducted at Ericsson where a new type of learning activity has been tested. The reason for conducting this study is that Ericsson together with other companies within the technology field faces a significant challenge to acquire knowledge fast enough to keep up with new trends and technological developments.

    The main research questions in this study are how the participants experience these learning activities and what the most important factors are for successful learning within this context. Further, it is investigated how these learning activities are affected when they are scaled from one to many locations with interactive video conferencing rooms.

    Data were collected in a four-month period, and the data consisted of qualitative interviews, observations, questionnaires and impressions perceived during the time spent in Ericsson’s office. Given this collected data, the direction of the study changed during the study’s duration, since new questions arose that needed to be answered.

    The results indicate that the interaction changes when video conferencing tools are used, the number of interaction decreases; however, there are indications that the quality of content increases. The participants believe that interaction is an essential part of learning, and to create a safe environment for having discussions and for asking questions. Further, motivation and expectations seem to be crucial factors for successful learning activities.

    The analysis of these results implies that clear information, planning and a high level of structure in the implementation is required for a truly interactive learning environment to exist, in particular, if more than one location is participating. To make it possible for the participants to prior their personal development, it seems to help them to set the right expectations in prior is important. Furthermore, the social aspect regarding relations and the possibility to build personal networks seems to become the ground for motivation and attitude when it comes to participating.

    In conclusion, the studied activity of interactive learning seems to be a way forward for Ericsson to face technical development and new trends in the market since this is a way of creating awareness and giving a broader perspective. This activity can, with support from the theoretical perspectives, be seen as a starting point for learning, where the process for each continues afterwards.

    For Ericsson to continue to develop this interactive learning activity, recommendations are given at the end of this report for further improvements.

  • 16.
    Borgemo, Joakim
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Roth, Richard
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Gymnasiefysikens meteorologiinnehåll: En metodkombinationsstudie om hur klimat och väder implementerats i fysikundervisningen2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study examined the implementation and teaching of climate and weather which was added in the year 2011 under Physics 1 in the Swedish upper secondary school. The study performed a mixed-methods approach consisting of teacher interviews supplemented with an interview with an official at the Swedish National Agency for Education and with text analysis of course books. The teacher’s experienced some problems related to what the new subject area would contain. The uncertainty about what the area would contain was also seen in the course books. The interviewees’ opinion that the important issues in the subject area were the greenhouse effect and global warming were shared among the teachers. The greenhouse effect and global warming also had prominent roles in the course books. From the interviews it was found that teachers were positive to include Socio-Scientific Issues (SSI) into their teaching, but when assessing students learning the concepts of physics were emphasized. Cross-disciplinary cooperation was described by the teachers as desirable and often occurring.

  • 17.
    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).
    Naimi-Akbar, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Collaborative Course Evaluation and Development at KTH: Progress, Lessons Learned and Way Forward2017In: 6th USIU Conference, 2017, article id 68Conference paper (Refereed)
  • 18.
    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.
    Hjelm, Niclas
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH).
    Naimi-Akbar, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Collaborative course analysis and development at KTH: What's the next step and who needs to do what to make it happen?2017In: KTH SoTL, 2017Conference paper (Refereed)
  • 19.
    Bouvin, Sofia
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Mattsson, Patrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Språkdidaktiska metoder i programmeringsundervisning: En undersökning av möjligheten att anpassa språkdidaktik till programmeringsundervisningen i den svenska gymnasieskolan2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    From 2018, programming courses will be made available for all students in upper secondary school (Sweden). This highlights the need for working and well-defined teaching methods that are adapted for students with different background and experiences in technology. Programming is a formal language unlike Swedish or English that are natural languages. Research shows that when we interpret programming code, the language center of our brain is more active in comparison with regions of the brain that are more connected with logical and mathematical thinking. In this report we investigate the relationship between formal and natural languages in order to evaluate the extent to which language leaching methods can be applied to programming education. To get an overview of how programming education is currently structured, we conducted interviews which were then analyzed from a qualitative perspective. These interviews make it possible to understand the conditions of learning situations in computer education, and what the main difficulties in today's programming classroom are. The scope of this study is limited to introductory programming, more specifically in the Swedish upper secondary school. The result shows that the biggest difficulty for students in introductory programming, is to program without syntax becoming too much of a time-consuming struggle. In addition, the interviews show that teachers in programming courses have little research-based methods to use in their teaching in order to address these difficulties. In our study we find that only a subset of the syllabus of introductory programming can be dealt with using language teaching methods. To increase students' understanding of programming language syntax, the student should be exposed to many examples of programming code. Through these code examples the students are enabled to process the programming language in order to extract the syntax rules of the current language. An obvious step in this process consists of the students' memorizing these lines of code. This way the students' syntax error rate can be reduced.

    An additional challenge when teaching in introductory programming is the confusion of concepts that can occur in a conflict between the Swedish and English languages. It is therefore important to allow the students to reflect upon the semantic meaning of keywords, concepts and commands in a programming language. Through reading of code examples, the students can also get a feeling of how programming code is best structured and commented in order to aid readability. With our proposed approach to teaching programming, we want to inspire to new ways of thinking about programming education, but we also want to leave a bit of space for practice and further research for those interested in the world of programming and computer education.

  • 20.
    Brennan, Robert
    et al.
    University of Calgary.
    Edström, KristinaKTH, School of Industrial Engineering and Management (ITM), Learning.Hugo, RonUniversity of Calgary.Roslöf, JanneTurku University of Applied Science.Songer, RobertKanazawa Technical College.Spooner, DanielÉcole Polytechnique, Montréal, Canada.
    Proceedings of the 13th International CDIO Conference2017Conference proceedings (editor) (Refereed)
  • 21.
    Brunday, Helene
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Imitera mera: nyttan av färdiga exempellösningar i matematikundervisning2019Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study has been conducted due to the need of a boost of the Swedish school's mathematics education. The aim has been to be able to show an idea of how high school mathematics education can be customized as a result of an extended and more targeted use of sample solutions. This has been done by introducing an alternative teaching method into two classes at a secondary school in Stockholm. The students has then performed mathematical tests with and/or without the alternative teaching method. In addition to mathematical tests, interviews and surveys have been conducted. The results of the study indicate that students' performance increase when teaching with sample solutions. Furthermore, the study points out that those who are most successful in raising their mathematical results often are the students who usually perform the weakest in regular education. The study also shows that students with different academic background appreciate to work with sample solutions, and can find their own way in how to use them. To summarize, this work indicates that sample solutions can be used as an element in mathematics education, for example, when introducing new procedures or theories in order to easier and less time-consuming provide students with the support they need and require.

  • 22.
    Bälter, Olle
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Riese, Emma
    KTH, School of Electrical Engineering and Computer Science (EECS), Theoretical Computer Science, TCS.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Baltatzis, Alexander
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Josefsson, Pernilla
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning2018In: The 11th Pan-Hellenic and International Conference: ICT in Education, 2018, p. 283-290Conference paper (Refereed)
    Abstract [en]

    The potential of technology enhanced learning (TEL) can have both pedagogical and administrative benefits. In a previous study, we investigated the drivers and barriers for TEL in higher education using Force Field Analysis (FFA). In this follow-up study, we collected new data through a questionnaire to a group of pedagogical developers and at a presentation at a university internal conference for teachers. A Kruskal Wallis test was carried out to test if the groups filling out questionnaire deviated from each other in their ranking. A comparison was also done to the scores in the previous study. As a result of this triangulation, deviations were found between ratings for seven of the 20 identified forces. While the assessments of strengths in FFA is debated, we argue that each group’s view is an important component to understand the situation, and triangulation of data is helpful in understanding the different views.

  • 23.
    Bång, Olivia
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Teknik på Youtube: En diskursanalys av teknik i Youtubevideor2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Technology as a subject in Swedish high schools faces many problems. The subjects purpose and content has gone through significant changes over the years, and today (2018) less than half of all active teachers possess the right qualifications. There is therefore a need to aid these teachers in planning and executing their classes, to ensure a quality education for our pupils.

    With the assumption that a big part of learning is to be able to connect knowledge gathered outside of school to the academic knowledge acquired in school, the purpose of this paper was to analyse which technological discourses high school pupils could acquire outside of school. These discourses were then compared to the technological discourses that can be found in schools, to help aid the technology teachers’ planning of their classes.

    To find out where pupils are exposed to technology discourses on their free time, this paper looked to the social video-sharing platform, Youtube. Practically all Swedish kids between the ages of 12 to 15 use Youtube, and 86 % of them use it every day. At Swedish award shows the Swedish Youtuber and Influencer Therese Lindgren won titles such as Youtuber of the year and the Kids favourite vlogger. Therese Lindgrens Youtube series, “Therese testar teknik”, won the title of Series of the year. This seems to tell us that Therese Lindgren and her show “Therese testar teknik” are popular among kids and could potentially influence their view of technology.

    A selection of episodes from the series were picked to be analysed, to find out which technological discourse was represented in these videos, and how it compared to the discourses in schools. The results showed that the videos presented technology comparable to schools, but with some differences in focus. In the videos, technology was presented as the artefacts and systems of artefacts used in an activity to solve a problem or a task, that were affected by natural sciences and affected society.

    Aside from the parts of the technology discourse that was comparable to the ones in schools, the videos also presented emotions connected to technology, through non-verbal communication. The videos presented technology as something fun and exciting, something that can influence the viewers’ own attitude towards technology.

  • 24.
    Dalarsson, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    IT-inslag i matematikundervisningen i grundskolan och på gymnasiet: Kritisk analys av statsmaktens och lärarnas diskurser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The introduction of Information Technology (IT) in mathematics teaching in primary and secondary schools, as well as in high schools, is an important area of concern, where some major efforts by the legislators and the responsible Swedish government bodies (Skolverket, Skolinspektionen etc.) are made. Legislators and government bodies have produced and implemented a number of governing documents and other supporting documents that define the guidelines for deployment, practical use and follow-up of the effects of introducing IT in mathematics teaching.

    The purpose of the present thesis work is to use critical discourse analysis (CDA) to investigate how the introduction of IT in mathematics teaching is described in the governing documents. Furthermore, the present thesis work aims to investigate how the governing documents' discourse relates to the professional teachers' discourse and social practices when using IT in mathematics teaching. The practicing teachers discourse on using IT in mathematics teaching is described based on a number of texts published by the two major unions that organize practicing teachers in Sweden. The work consisted of a systematic literature study and a critical discourse analysis of the relevant parts of a number of selected texts.

    The analysis results show that, regarding the use of IT in mathematics teaching, the discourse in the governing documents consists to a large extent of vague terms that in the framework of discourse analysis are also called the floating signifiers. When it comes to the practicing teachers discourse and thereby also their social practices in the schools, the analysis shows that the practicing teachers are not always positive towards the use of IT in mathematics teaching. Thereby the analysis identifies the important differences between the governing documents' discourse and the teachers' discourse and social practices in the schools.

  • 25.
    Doyle, Andrew
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Review of: Re-examining Pedagogical Content Knowledge in Science Education2018In: Australasian Journal of Technology Education, ISSN ISSN: 2382-2007, Vol. 5Article, book review (Other academic)
  • 26.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning. University of Limerick, Limerick, Ireland..
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM). University of Limerick, Limerick, Ireland..
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases2016In: PATT-32 Proceedings: Technology Education for 21st Century Skills / [ed] de Vries, Marc J; Bekker-Holtland, Arien; and van Dijk, Gerald, Utrecht, the Netherlands, 2016, p. 141-149Conference paper (Refereed)
    Abstract [en]

    It is widely agreed that developed pedagogical content knowledge (PCK) is a knowledge base unique to teachers. Therefore, the successful development of a teacher can be evaluated in terms of an evolved PCK. However, research has shown that teachers in later professional life phases (PLP’s) are at a greater risk of being less effective (Day & Gu, 2007). Given that the rational and grade point-orientated nature of the Irish education system hinders the development of an integrated pedagogy (Commission on the Points System, 1999; Hennessy, Hinchion, & Mcnamara, 2011), this paper explores the relationship between technology teachers’ PLP and their orientations towards teaching as a critical construct of PCK.The study cohort consisted of practicing technology teachers (n=9) ranging in experience from 4 to 31 years of classroom practice. An interpretive research methodology was employed whereby participants were involved in semi-structured interviews focused on eliciting an understanding of participants’ knowledge and beliefs around the purposes and goals of teaching technology. The findings suggest that technology teachers’ orientation towards teaching varies as teachers’ progress through their teaching career. It emerged that participants in earlier PLP’s are more likely to display a pupil-centred orientation towards teaching whereas teachers in later PLP’s are inclined to adopt transmission pedagogies suggesting a teacher-centred orientation towards teaching.

  • 27.
    Doyle, Andrew
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, Niall
    KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland..
    Gumaelius, Lena
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Canty, Donal
    University of Limerick, Limerick, Ireland..
    Hartell, Eva
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice2018In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed)
    Abstract [en]

    Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.

  • 28.
    Edström, Kristina
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Soderholm, Diane
    Massachusetts Institute of Technology.
    Knutson Wedel, Maria
    Chalmers.
    Teaching and Learning2007In: Rethinking Engineering Education: The CDIO Approach / [ed] Crawley, E.F., Malmqvist, J., Östlund, S., & Brodeur, D.R., Springer, 2007Chapter in book (Refereed)
  • 29. Ekman Rising, Marianne
    et al.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Svensson, Henrik
    Organisera för digitalisering: Att leda och dela kunskap i skolan2017Book (Other (popular science, discussion, etc.))
  • 30.
    Engquist, Malin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kommunikation i storskaliga internetbaserade kurser: En kvalitativ studie om karaktären av den sociala interaktionen i diskussionsforum i xMOOCar2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Massive Open Online Courses (MOOCs) were introduced in 2008 by George Siemens and Stephen Downes and their popularity has increased ever since. Advocates of MOOCs claim that they have the potential to enable lifelong learning for people all over the world. Since the first MOOC, two kinds of MOOCs have developed, cMOOCs that developed from the theory of learning, connectivism, and xMOOCs, which are relatively similar to usual online courses, with the difference that the number of participants is more or less unlimited. In 2016, the MOOC initiative from the Royal Institute of Technology (KTHx) joined edX, a teaching platform for xMOOCs. Opportunity for social interaction with other course participants and teachers is offered on edX in the form of asynchronous discussion forums. Research on the characterof the social interaction in the discussion forums and its potential for promoting learning in xMOOCs is currently limited. The purpose of this master thesis is to investigate the nature of social interaction in two different xMOOCs, one self-paced and one instructor-paced. An increased understanding of the current social interaction that is taking place in the discussion forums can be helpful to teachers in the design of teaching in xMOOCs. In this master thesis two discussion forums from courses of the respective categories of xMOOCs have been studied. Both a conventional content analysis and a directed contentanalysis based on the learning theory Community of Inquiry (CoI) have been conducted to highlight different aspects of the nature of the social interaction and how one may promote learning in the discussion forums. The result of the analysis shows that the social interaction in the discussion forums is impersonal and that the participants initiate the interaction by asking questions that are mainly answered by the teachers, by either instructing or informing. No community is formed and the discussion forums show lower levels of cognitive presence. In order to promote learning, discussion forums may be used to engage the active participants in discussions and it might be benificial if the teachers focused on establishing a safe environment for interaction, as opposed to focusing on instruction and informing.

  • 31.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Universitetsundervisning i fysik för blivande ämneslärare –  Bourdieus symboliska kapital som lins2018Conference paper (Refereed)
    Abstract [sv]

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

     

     

     

     

     

     

     

     

     

     

     

     

     

  • 32.
    Engström, Susanne
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    What technology content and values emerge in the teaching of climate change?2018In: 2018 PATT36 International Conference Research and Practice in Technology Education: Perspectives om Human Capacity and Developmnet / [ed] Niall Seery, Jeffrey Buckley, Donal Canty and Joseph Phelan, Ireland, 2018, p. 40-46, article id ISBN 978-1-5272-2507-7Conference paper (Refereed)
    Abstract [en]

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

  • 33.
    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.

  • 34.
    Engström, Susanne
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lidar, Malena
    Uppsala universitet, inst. för pedagogik, didaktik och utbildningsstudier.
    The influence on teaching and assessment practices from national tests and grading in Science in Y62016Conference paper (Refereed)
  • 35.
    Erkstam, Lisa
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lindgren, Andreas
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Teknikämnets bortglömda formuleringar: En fenomenografisk analys av lärares och elevers uppfattningar om genusrelaterad undervisning på grundskole- och gymnasienivå2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis examines teachers’ and students’ perception of the phenomenon ”gender related wordings in the Swedish National Association for Education curriculum for the technology subject”. A phenomenographical approach has been used as a theoretical framework for this study. Empirical data for the study has been collected in one high school and one uppersecondary school. Methods used are interviews with teachers, group interviews with students and student surveys. The analysis of the research material has resulted in description categories based on themes that arose from the different perceptions. The perceptions from both the students and the teachers concern gender roles and gender related education. In addition, the students expressed perceptions regarding gender roles changing over time, whereas perceptions regarding the need of attracting more female students to the field of technology were evident among the teachers. The thesis concludes that teachers perceive the gender related wording in the technology subject curriculum to be difficult to implement, and that this content is seen as less important than the other parts. The students in the study perceive gender related education to be important, and they express the desire that their chosen education covers all parts of the curriculum, including the parts regarding gender. The high school students describe the perception of not having received any gender related education in the technology subject, and the secondary upper school students perceive that they have received this kind ofeducation only to a very limited extent.

  • 36.
    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.

  • 37.
    Flodin, Mikael
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Khatibi, Shadi
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Betyg och kön: likvärdighet eller diskriminering?2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    National and international assessments in mathematics show similar results for

    girls and boys. Despite this, statistics show that girls receive systematically higher

    final grades. This study examines whether grades serve as an equivalent measure

    of knowledge of girls and boys in high school mathematics. This is done partly on

    the basis of a quantitative approach and partly on the basis of a survey. Based on

    national register data (Statistics Sweden) for final grades and results of national

    tests, using four different methods of analysis, gender differences with respect to

    course, school form and county, are examined. The study shows that girls generally

    get a higher final grade than boys in relation to their results on the national

    test, confirming previous research. Furthermore, the analysis shows particularly

    large discrepancies at grade C and higher; in mathematics courses on vocational

    programs; in later courses within all programs; in V¨asternorrland, V¨astmanland,

    Gotland and Kalmar County; as well as in independent schools. Correlation analysis

    clarifies how the national test constitutes a smaller part of the assessment

    basis for girls compared to boys. The analysis also reveals an inverse relationship

    between gender dependent relative performance on the national test and the final

    grade deviation. The survey examines the assessment practice among mathematics

    teachers. Filtering on the teacher’s gender, age, program and school form has

    been applied. The result suggests systematic differences in assessment practice

    between different teacher categories, implying that grades can break in equality.

    Differences have been shown between, primarily, teachers in vocational programs

    and science programs, as well as between teachers in municipal and independent

    schools. Also the teacher’s gender and age seems to be of some importance. The

    study concludes with a discussion about possible solutions.

  • 38. Frezza, S.
    et al.
    Daniels, M.
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Cajander, Å.
    Kann, Viggo
    KTH, School of Electrical Engineering and Computer Science (EECS), Theoretical Computer Science, TCS.
    Kapoor, A.
    McDermott, R.
    Peters, A. -K
    Sabin, M.
    Wallace, C.
    Modelling competencies for computing education beyond 2020: A research based approach to defining competencies in the computing disciplines2018In: Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, Association for Computing Machinery , 2018, p. 148-174Conference paper (Refereed)
    Abstract [en]

    How might the content and outcomes of tertiary education programmes be described and analysed in order to understand how they are structured and function? To address this question we develop a framework for modelling graduate competencies linked to tertiary degree programmes in the computing disciplines. While the focus of our work is computing the framework is applicable to education more broadly. The work presented here draws upon the pioneering curricular document for information technology (IT2017), curricular competency frameworks, other related documents such as the software engineering competency model (SWECOM), the Skills Framework for the Information Age (SFIA), current research in competency models, and elicitation workshop results from recent computing conferences. The aim is to inform the ongoing Computing Curricula (CC2020) project, an endeavour supported by the Association for Computing Machinery (ACM) and the IEEE Computer Society. We develop the Competency Learning Framework (CoLeaF), providing an internationally relevant tool for describing competencies. We argue that this competency based approach is well suited for constructing learning environments and assists degree programme architects in dealing with the challenge of developing, describing and including competencies relevant to computer and IT professionals. In this paper we demonstrate how the CoLeaF competency framework can be applied in practice, and though a series of case studies demonstrate its effectiveness and analytical power as a tool for describing and comparing degree programmes in the international higher education landscape.

  • 39.
    Götling, Simon
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Löfwenhamn, Oscar
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Programmering i matematikundervisningen: En fallstudie om utmaningar och styrkor med att programmering ska integreras i matematikundervisningen på gymnasiet2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to highlight some of the challenges and advantages associated with the introduction of programming in mathematics in upper secondary school. In addition, the thesis aims to identify some of the challenges that arise when planning and implementing a lesson sequence that connects programming and mathematics to RSA cryptography. Furthermore, this thesis will suggest how these challenges can be dealt with.

    The study was conducted with students from a year 3 Engineering Sciences class and mathematics teachers in a Swedish upper secondary school. The students participated in a lesson sequence in level 5 mathematics (matematik 5) concerning RSA cryptography which was planned and executed by the authors of this thesis. The teachers were introduced to a reduced version of the sequence. Data were collected from interviews with groups of students and groups of teachers.

    As a supplement to the interviews, the authors give their own views on challenges that emerged when planning and implementing the lesson sequence and how some of these challenges were handled. Thematic content analysis was used for studying the interviews. The content of the interviews was divided into challenges and advantages and further categorized according to different key topics.

    The conclusion of this study was that some of the identified advantages could motivate students to cope with some of the challenges. According to several students, it is important that mathematics education cover applications in mathematics and prepare students for higher education and employment. The students expressed that programming could be used for achieving this. Additionally, variety is important for keeping the motivation to learn mathematics. These advantages could be useful when identifying contexts that connect programming and mathematics and is relevant for the students. Covering a concept in different contexts could also support students to decontextualize their knowledge.

    Some students were skeptical about using computers in math class since it was unfamiliar in that context and added a level of distraction. Nevertheless, the importance of programming for higher education and future employment was one of the advantages expressed by several students. Emphasizing the role of computers in employment within the fields of engineering and mathematics could raise the purpose of introducing the computer in math class.

    This thesis has given an insight of some challenges that arise when introducing programming in mathematics education in upper secondary school in Sweden. Furthermore, the thesis suggests how some of these challenges could be dealt with. These challenges correlate to previous research and there seems to be an urgent need to find solutions for these. Further research should aim to find efficient and effective approaches to these challenges.

  • 40.
    Hansen, Hanne Foss
    et al.
    University of Copenhagen.
    Geschwind, Lars
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kivistö, Jussi
    Tampere University.
    Pekkola, Elias
    Tampere University.
    Pinheiro, Romulo
    University of Agder.
    Pulkkinen, Kirsi
    University of Lapland.
    Balancing accountability and trust: university reforms in the Nordic countries2019In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174XArticle in journal (Refereed)
  • 41.
    Hartell, Eva
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Buckley, Jeffrey
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Doyle, Andrew
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Seery, Niall
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Arbeta med komparativ bedömning2018In: Skola och samhälle, E-ISSN 2001-6727Article in journal (Other academic)
  • 42.
    Hassani, Aydin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Implementering av nytt IT-system i en större organisation: Möjligheter och problem ur ett användarperspektiv2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study is based on an organizational change within the Länsförsäkringar group. Länsförsäkringar consists of 23 local and independent insurance companies operating under the same brand. By introducing a joint work method for settlement of building damages which is related to the support system Meps 2.0 to all insurance companies inside the group, it was intended to increase customer satisfaction. The overall aim of the study is to investigate what can be learned and understood from the users' perspectives, in this case the claims adjusters, about opportunities and obstacles for learning new ways of working in connection with the implementation of a new IT system. Understanding the ways in which staff experiences can be used to develop a common way of working in an organization is a further purpose of the study.

    In this study, a survey is conducted which forms the basis for case studies on two selected companies inside Länsförsäkringar group. Case studies consist of individual interviews with a group manager and three employees at each company as well as observations of the informants. Empirical data is processed and analyzed regarding literature and through thematic analysis as a method.

    The results show that structures together with relational and social aspects play an important role in implementing successful change in an organization. The importance of people's active involvement in a change is emphasized and it is found necessary that the people involved understand what a certain change means and why it is needed. Furthermore, the results achieved show that Communities of Practice can be used in an organization to benefit from the strengths of the community in different areas and to develop new cultural resources like new ways of working in an organization.

  • 43.
    Havtun, Hans
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Naimi-Akbar, Ida
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Nyberg, Sara
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hjelm, Niclas
    KTH, School of Engineering Sciences in Chemistry, Biotechnology and Health (CBH).
    Implementation of a course evaluation system: Facilitating faculty and student contributions2018In: ISSoTL 2018, 2018, article id E.11.2Conference paper (Refereed)
  • 44.
    Hektor, Matilda
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Livsberättelser åskådliggör minnen om erfarenheter av och uppfattningar om matematik2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to find out how students´ memories about their experiences of mathematics teaching influence their perception of mathematics as subject and mathematics teaching, and if these perceptions can be connected to the chosen learning theories: a socio-cultural, a cognitive and a behavioral learning theory. Another aim of this report is to describe positive and negative positions in relation to the mathematics as subject and mathematics teaching based on students' stories about mathematics teaching.

    The research issues for this study are:

    - How have students´ memories of their experiences contributed to their current perceptions of mathematics as subject?

    - How can students´ memories of their experiences in mathematics be explained according to selected learning theories?

    To obtain empirical data within the study, five individual interviews were conducted with students in 8th grade in a school outside Stockholm. The result is presented in different profiles for the students projected as life stories. The result shows that negative perceptions about the subject were often based on the fact that they did not understand how a task would be solved, and they therefore got stuck. Those who experienced the subject of mathematics negatively experienced that it was That it is easier to compare results and knowledge within mathematics than other subjects, as there often are only one correct answer. The result also shows that the main reason why the students developed a positive opinion in relation to the subject is that they have lived with the feeling that they are able to solve tasks without problems.

    The result also shows that the themes that could be distinguished life stories told by the students were relatable and able to interpret through more than one learning theory. Which may indicate that different theories can explain a good learning and how positive emotions develop to a topic and explain when there is not enough learning which can create knowledge gaps and the development of negative emotions on the subject.

  • 45. Hill, C.
    et al.
    Creswell, C.
    Vigerland, S.
    Nauta, M. H.
    March, S.
    Donovan, C.
    Wolters, L.
    Spence, S. H.
    Martin, J. L.
    Wozney, L.
    McLellan, L.
    Kreuze, L.
    Gould, K.
    Jolstedt, M.
    Nord, M.
    Hudson, J. L.
    Utens, E.
    Ruwaard, J.
    Albers, C.
    Khanna, M.
    Albano, A. M.
    Serlachius, E.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kendall, P. C.
    Navigating the development and dissemination of internet cognitive behavioral therapy (iCBT) for anxiety disorders in children and young people: A consensus statement with recommendations from the #iCBTLorentz Workshop Group2018In: Internet Interventions, ISSN 2214-7829, Vol. 12, p. 1-10Article in journal (Refereed)
    Abstract [en]

    Initial internet-based cognitive behavioral therapy (iCBT) programs for anxiety disorders in children and young people (CYP) have been developed and evaluated, however these have not yet been widely adopted in routine practice. The lack of guidance and formalized approaches to the development and dissemination of iCBT has arguably contributed to the difficulty in developing iCBT that is scalable and sustainable beyond academic evaluation and that can ultimately be adopted by healthcare providers. This paper presents a consensus statement and recommendations from a workshop of international experts in CYP anxiety and iCBT (#iCBTLorentz Workshop Group) on the development, evaluation, engagement and dissemination of iCBT for anxiety in CYP.

  • 46.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Digitalisering av högre utbildning2018Collection (editor) (Other (popular science, discussion, etc.))
  • 47.
    Högfeldt, Anna-Karin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Gumaelius, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lantz, Ann
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Lujara, Suzan
    Univ Dar Es Salaam, UDSM, Coll Informat & Commun Technol, Dar Es Salaam, Tanzania..
    Understanding Engineering Education Change With The Introduction of Challenge Driven Education in Tanzania2018In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 1335-1343Conference paper (Refereed)
    Abstract [en]

    Sweden and Tanzania have collaborated since 1976 in research projects. A PhD sandwich program was established in the 90's in the field of electrical engineering between UDSM (University of Dar es Salam), Tanzania and KTH (Royal Institute of Technology), Sweden. This collaboration has opened up for shared trust, idea exchange and the emergence of the challenge driven education approach. Challenge driven education brings in socio-technical challenges to engineering education, or rather, brings out students and academic faculty, to real life challenges outside academy. The research of the first years' experience reveals factors like high motivation among students, faculty and stakeholders in society. New ways of teaching and learning have evolved, and clear contrasts with traditional education have been found.

  • 48.
    Högfeldt, Anna-Karin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Malmi, Lauri
    Aalto Univ, Dept Comp Sci, Helsinki, Finland.;Aalto Univ, Deans Unit, Sch Business, Helsinki, Finland..
    Kinnunen, Paivi
    Aalto Univ, Dept Comp Sci, Helsinki, Finland.;Aalto Univ, Deans Unit, Sch Business, Helsinki, Finland..
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Strömberg, Emma
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Berglund, Anders
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Villadsen, Jorgen
    DTU Tech Univ Denmark, Dept Appl Math & Comp Sci, Copenhagen, Denmark..
    Leading the teacher team - balancing between formal and informal power in program leadership2018In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 24, no 1, p. 49-65Article in journal (Refereed)
    Abstract [en]

    This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director's informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.

  • 49.
    Impagliazzo, John
    et al.
    Hofstra Univ, New York, NY 11549 USA..
    Pears, Arnold Neville
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    The CC2020 Project - Computing Curricula Guidelines for the 2020s2018In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 2021-2024Conference paper (Refereed)
    Abstract [en]

    This paper provides an overview of a worldwide project to chart the future of computing education on a global scale. The Computing Curricular 2020 (CC2020) initiative engages a task force of thirty-six professionals from sixteen countries and six continents in the task of producing resources that map the computing and educational advances that have occurred since the publication of its predecessor, CC2005. The results of the initiative will be futuristic in the sense that it will be a durable portfolio of resources useful to educational institutions, governments, industry, students, and the public on a global scale. This paper summarizes the status and approaches developed by the CC2020 taskforce, a digest of the content anticipated in the resources delivered as well as suggestions for their use.

  • 50.
    Jacobsson, Anton
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Lundqvist, Johan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Matematiklärares syn på muntlig matematikför elever med matematiksvårigheter: En innehållsanalytisk studie om stödjande faktorer2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Mathematics has a unique subject language that students need to master in writing as well as verbally. Shortcomings in the oral mathematical communication capacity contribute to the fact that students with mathematical difficulties do not receive an approved grade in mathematics for grade 9. These students need help and support from their environment in order not to risk being disapproved. This study has been conducted with the purpose of portraying and analyzing mathematics teachers' views on supportive factors for students with mathematical difficulties focusing on oral mathematical communication skills. As a method, a content analytical research approach with inductive thematic methodology has been used and the study is based on five semi structured interviews. Mathematics teachers' views have been judged to be possible to be depicted and analyzed by the following six themes:

    1. The balance between oral and written communication

    2. The oral mathematical communications skills components

    3. Activities based on the students' needs

    4. Supporting learning environment for the student

    5. The student's participation in mathematical discussions

    6. Cooperation with the parents

    Teachers agree that students with mathematical difficulties need adaptations of content and knowledge objectives for oral mathematical ability. However, there is no unanimity in the teacher's view of adequate goals and content, but this is considered being the result of a variety of factors such as the student's knowledge, teacher's interpretation of the curriculum, the written focus in mathematics, the lack of adequate situations to assess oral capacity, stress and time shortages and the less good availability of special educators. Students with mathematical difficulties also need support in the context they are in. This believes teachers can be managed by either blending the context of differences in student knowledge or ensuring that students with mathematical difficulties interact with friends who they feel safe interacting with. Teachers also try to support the students with control, control and order, which can be explained by the fact that these students experience through their teens. The teacher makes a subjective assessment of the students' need for governance, and this then paves the way for the students to participate and influence in different ways. Teachers also have different expectations of student performance in a participation, where some teachers believe that the students are performing, with which some people are content with a participation. Teachers thus have different focus on these students ‐ either knowledge or value goals. The last theme concerns teachers' views on cooperation with the parents. Some teachers are interpreted believing that this contact contributes positively whereas others have not been interpreted having the same beliefs.

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