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  • 1.
    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.

  • 2.
    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".

  • 3.
    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.

  • 4.
    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.

  • 5.
    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.

  • 6.
    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.

  • 7.
    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.

  • 8.
    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.

  • 9.
    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.

  • 10.
    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)
  • 11.
    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.

  • 12.
    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)
  • 13.
    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.

  • 14.
    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.

  • 15.
    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)
  • 16.
    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.

  • 17.
    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.

  • 18.
    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.

  • 19.
    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)
  • 20.
    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.

  • 21.
    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.

  • 22.
    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.

  • 23.
    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)
  • 24.
    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.

  • 25. 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.

  • 26.
    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.

  • 27.
    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.

  • 28.
    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.

  • 29.
    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.

  • 30.
    Johansson, Jonas
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Johansson, Filip
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Clojure som första programspråk: En studie om funktionell programmering med grundskollärare2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Swedish primary school curricula have been revised to include

    programming as of July 1, 2018. This entails several choices of how

    programming education should be designed, among other things, the

    choice of programming languages and programming paradigms. In

    this study, the functional programming language Clojure is examined

    as an introductory language for primary school teachers without previous

    programming experience. The purpose has been to find out

    what challenges they encountered in programming. For this a combination

    of methods has been used. The study has been conducted

    with 13 primary school teachers who participated in an introductory

    course in Clojure. Using the tool Codepad, the participants’ every key

    press has been recorded when programming. These recordings were

    then used to conduct interviews with the method

    stimulated recall, where the interviewees saw their own Codepad recordings and then

    explained their reasoning about the code. The method of combining

    code recordings with stimulated recall has generated large amounts of

    both quantitative and qualitative data, thus giving a clear picture of

    how the course participants have programmed in Clojure. The study

    results show that the participants’ greatest challenge is the syntax of

    the programming language. This is consistent with previous studies

    that show that syntax is the most common challenge for novice programmers,

    even in other programming languages. We therefore see

    no specific characteristics of Clojure that would hinder it, or the functional

    paradigm, in introductory courses in programming.

  • 31.
    Klinteberg, Jakob
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    En studie kring utformningen av en rutin för ett ökat hållbarhetsfokus i en decentraliserad organisation2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The addition of the Annual Reports Act which was introduced in 2017, require large and medium-sized companies to report on their sustainability work. The new law creates great challenges for companies who will now report their sustainability work for the first time. The problem with reporting their environmental impact is the uncertainty with the calculations, especially with calculations from carbon dioxide emission from mobile sources. To calculate the carbon dioxide emission correct data must be collected uniformly in the organization. Zengun, which is a building entrepreneur and a decentralized organization will be doing their first sustainability reporting for 2017. It means that Zengun must collect data uniformly in the organization, where subcontractor is included.

    The aim of this study is to configure a routine to collect carbon dioxide data and investigate how the routine can contribute to the company’s sustainability work. Another aim is to map the internal communication regarding sustainability work in a decentralized organization.

    This result is based on material collected from a document study and interviews with key people within Zengun and Zengun’s subcontractors. The result shows that Zengun’s complex organization structure is a challenge when a routine will be implemented. The reason is that the view of a routine and sustainability work is different within the company. Subjectivity and extra work is some of the aspects which is mentioned as problematic.

    With support from the theories and previous research a routine has been configurated and the study shows that a routine will not in itself contribute to the company’s sustainability work, but it´s the start of a long progress towards a learning loop. Contradictions within the system can occur during the implementation of the routine. To handle the contradictions the communication through internal communication channels and contracts are crucial.

  • 32.
    Lindberg, Joakim
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hur introduceras integralkalkyl i gymnasieskolan?: En innehållsanalys av representationsformerna i fyra läroböcker2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the Swedish upper secondary school, textbooks are usually the main material used when teaching mathematics. Thus, the teaching is directly affected by how theory sections, solved example exercises and practice exercises are designed. Particularly important for the students’ understanding of mathematics is the usage of representation forms and the conversions between them. However, in the context of integral calculus in textbooks for upper secondary school, there is a lack of research on this matter. The purpose of this thesis is therefore to increase the knowledge of how representation forms are used in the introduction of integral calculus in upper secondary school, by performing a content analysis of four textbooks. This is enabled by using research on representation forms and semiotics as a starting point for building a theoretical framework which is then used to analyze the textbooks. The results show that most representation forms and conversions between different representation forms are noticeably more common in theory sections than in solved example exercises and in practice exercises. Furthermore, there is an evident correlation in that most representation forms and conversions between different representation forms become more common as the practice exercises get harder. Teachers may thus need to consider this when teaching to ensure a more comprehensive treatment of the representation forms, especially to ensure that students with learning difficulties in mathematics get the practice they need to master conversions between different representation forms.

  • 33.
    Lundkvist, Fredrica
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Ett digitalt läromedel för implementering avprogrammering i matematikundervisningen på högstadiet: En studie utifrån lärares perspektiv på lärarmaterialet2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    On March 9, 2017, the Swedish government decided that the school's governing documents

    should be clarified in order to strengthen students' digital skills. This means, among other

    things, that programming from 1 July 2018 will be included in the mathematics in lower and

    upper secondary school. A challenge with this is that teachers neither possess the skills or

    tools to properly implement programming in mathematics education. Zifro is a digital

    teaching aid that tries to solve this problem by giving teachers a user-friendly material

    regardless of programming experience and also an educational code environment for

    students. A qualitative study has been conducted with observations and interviews as a

    method. Three teachers and a VFU student at different schools in Stockholm, Sweden,

    participated in the study using two of ZIFRO's activities in their teaching. The purpose of the

    study is to investigate teachers’ opinions about the material and how it relates to the

    curriculum in order to develop improvement suggestions. A conclusion from the study is that,

    according to teachers, Zifro is a good teaching aid and no major changes are needed to the

    already existing material. It is one of few existing teaching materials in programming with a

    clear connection to the curriculum and mathematics. However, Zifro must provide more

    activities so that schools will want to buy it. Apart from more activities like the already existing

    ones, but within other mathematical fields, these activities can be web-based tests and more

    open tasks where the student can be more creative. Further concrete suggestions for minor

    improvements, as well as how Zifro could develop a course for teachers, are presented below

    the headings discussion and conclusions.

  • 34.
    Malmqvist, Johan
    et al.
    Chalmers.
    Edström, Kristina
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hugo, Ron
    University of Calgary.
    A Proposal for Introducing Optional CDIO Standards2017In: Proceedings of the 13th International CDIO Conference / [ed] Brennon, R., Edström, K., Hugo, R., Roslöf, J., Songer, R., & Spooner, D., 2017Conference paper (Refereed)
    Abstract [en]

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

  • 35.
    Myrsmeden, Johan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Automation of Formative Assessment: Implementation and Evaluation of an Artificial Teaching Assistant2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The Swedish government has decided to add programming to the Swedish

    curriculum to strengthen students’ digital skills. The teachers

    who will teach programming do not always know programming themselves.

    Because of that, KTH Royal Institute of Technology researchers

    are planning to start an initiative of creating a Massive Open Online

    Course (MOOC) in fundamental programming in Swedish for those

    teachers.

    Interpreting error messages given by the compiler is one problem

    with learning programming. An aim of this study is to lower that

    threshold. The study seeks to identify common misconceptions about

    programming among novice programmers in order to design a static

    analyser that investigates code written by students and provides formative

    feedback to help students in their own learning process.

    The study combines the constructivist theory of learning with views

    about formative assessment in order to automate the process that is

    usually done by a teacher or teaching assistant when assessing code. A

    phenomenographic study is done in order to identify teachers’ perceptions

    of common misconceptions about programming by interviewing

    five active teachers at KTH. The results of that study are used to construct

    code examples that correspond to these misconceptions. Those

    results lead to the design and implementation of a software that detects

    these problems in code. That software is evaluated using a larger

    set of test data, consisting of 77 errors divided into five larger programs,

    inserted by independent individuals.

    From the initial study, five categories of misconceptions are given.

    Of the 77 errors, the majority are correctly positioned and almost all are

    given a good hint about the position. About a quarter of the errors are

    parse errors, which never reach the analysing part of the software that

    demands the program to be parsable. The study shows that we have

    succeeded both in designing and implementing a software that detects

    the identified misconceptions with good results. In the context of a

    MOOC, the software might require an extension with a more advanced

    parser and also dynamic analysis to be able to test the correctness of

    the students’ programs. The software is limited to handle the language

    Javascriptish, which is a subset of JavaScript.

  • 36.
    Natalino, Carlos
    et al.
    KTH.
    Yayimli, A.
    Wosinska, Lena
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Furdek, Marija
    KTH.
    Link addition framework for optical CDNs robust to targeted link cut attacks2017In: Proceedings of 2017 9th International Workshop on Resilient Networks Design and Modeling, RNDM 2017, Institute of Electrical and Electronics Engineers Inc. , 2017Conference paper (Refereed)
    Abstract [en]

    Content Delivery Networks (CDNs) are a key en-abler for the distribution of large amounts of data with high capacity and low latency. For instance, content streaming companies extensively use geographical distribution and replication to meet the ever-growing demand for media. Optical networks are the only future-proof technology available that meets the reach and capacity requirements of CDNs. However, the robustness of optical networks becomes a point of concern, as they can be a target of deliberate link cuts that can severely degrade network connectivity and cause large-scale service disruption. To mitigate the vulnerabilities, actions can be taken in the optical and/or cloud infrastructures. The replication of content across geographically diverse data centers results in an intrinsic increase of content accessibility. At the network infrastructure level, robustness to attacks can be enhanced by increasing the topology connectivity through link addition. This work focuses on the latter approach and its effectiveness in increasing content accessibility in the presence of deliberate link cuts. The paper proposes a framework for evaluation and enhancement of content accessibility in CDNs by sparse link addition. First, a content accessibility measure called μ-ACA is introduced to gauge the content accessibility of a given network topology under a set of link cut attack scenarios. Based on this measure, a new link addition strategy is defined aimed at maximizing the content accessibility for a given number of extra links. Simulation results on real-world reference topologies show that the proposed strategy can significantly improve content accessibility by adding a very limited number of optical fiber links.

  • 37.
    Nilsson, Tomas
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kommer du att välja natur ellerteknik?: om vad som styr elevers val av gymnasieprogram2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study was motivated by both observations in upper secondary school classes in the

    Swedish programs natural science programme (NA) and technology programme (TE), where

    unexpected and unexplained differences between the groups of students were seen, and by

    differences found in statistics covering these two programs. The gender distribution is the

    most pronounced difference, where this is about equal in NA but with a significant male overrepresentation

    in TE, but there are differences also in cultural and educational backgrounds

    among the two groups of students. It is obvious that these differences do not occur during

    education in upper secondary school but is established at the point when the students choose

    their program. The purpose of this study is therefore to investigate the causes and rationale

    for why students choose as they do, among these two programs. The scientific questions

    formed are 'On what are the students choice of NA/TE based?', 'What attitude do students

    have toward the programs when they choose?' and 'Are there any differences in how students

    at the two programs make and motivate their decisions?'.

    These questions are investigated through an interview study where some students who had

    just started at their upper secondary studies were asked to recount their experience from

    choosing program. The interviews were conducted during the first two weeks after the start of

    the semester and included five students from NA and six students from TE. The students were

    interviewed individually, each for about half an hour, according to a semi-structured scheme.

    The interviews were split into two parts, where the first focused on their choice and their

    selected program and the second brought up the program which was not selected. The

    interviews were analyzed according to several scientific theories, in the areas of processes and

    motifs, comfort zones and choice theory.

    The results of the interviews indicate that the students primarily choose programs based on

    the subjects they are most interested in, where the students at NA prefer biology and the

    students at TE prefer technology. However, the study also shows that there are differences

    between the personalities of the students who choose the two programs. The study shows that,

    in general, NA students are determined in their choice, they only make a limited consideration

    of other options and are considered to be socially stronger. The students at TE are more

    analytical in their selection and have thought their choices through thoroughly but were

    considered to be less socially competent.

  • 38.
    Nilsson Westberg, Julia
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Människor är mjukamaskiner är hårda: Om lärares syn på hållbar utveckling i teknikämnetutifrån egen syn på ämnet och skolansdemokratiuppdrag2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The objective description of elementary school's technical subject holds a lot of the school's

    Swedish basic values and democracy mission. Based on the human-technology nature of the

    subject, this becomes visible and in the interdisciplinary parts regarding human-technologysociety-

    environment, which can be seen as us people creating societies and environments

    out of nature with technology, sustainable development is central. Sustainable development

    can be seen from economic, social and ecological aspects and how they belong and interact.

    The curriculum now gives adequate scope for students’ user-competence and democratic

    rights in technical literacy and general knowledge. This study investigates how technology

    teachers, based on their own knowledge tradition, interpret this part of the syllabus in Lgr11

    that can be linked to the school's basic values and democracy mission. The literature study

    includes previous research in knowledge emphases, views on technical education based on

    education, literacy and knowledge, as well as previous research on technology teachers view

    on sustainable development within the technology subject. Interviews have been conducted

    with active technology teachers and data has been analyzed with a theoretical framework

    based on knowledge emphases and perspectives from the Swedish basic values.

    Results indicate that the interviewed teachers have similar perceptions as to what

    technology is and driving forces, and that the human-technology relationship is

    fundamental and that technology is not an isolated phenomenon. As far as

    interdisciplinarity is concerned, the perception is that technology is a subject that has with

    many other subjects to do and captures them. The ecological aspects of sustainable

    development are the ones that most of the teachers’ statements can be tied to.

  • 39.
    Peterson, Daniel
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Kromatografi som laboration för högstadieelever: och dess påverkan på attityder gentemot kemi2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In this report, a chromatography lab is constructed and the attitudes towards chemistry of students in lower secondary school are compared before and after the lab is carried out at Vetenskapens Hus in Stockholm. The attendant teachers’ experiences of the lab and potential effects on the students are also taken into consideration. Questionnaires are used to survey the students’ attitudes towards chemistry, and interviews with the attendant teachers are used as a complement to the students’ answers. For one group of students, a significant positive change in their attitudes towards chemistry is measured, which is consistent with their teacher’s experience. For the other group of students, there is no significant change in their attitudes towards chemistry, which is consistent with their teacher’s experience as well. The lab itself is seen as appropriate by the attendant teachers, regardless of whether it influences the students affectively or not. Based on the answers of the students and the interviews with the teachers, it is possible to conclude that the lab has the potential to influence the students affectively, but also that this influence isn’t a necessary effect of the lab.

  • 40.
    Radenkovic, Maria
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Leder tvålärarskapet till en mer inkluderande undervisning: Vad anser lärarna2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Inclusion is often mentioned and has become something of a key concept. It is often looked at from a placement definition, that is, to place students who previously would have been separated, in the regular class. Inclusion is also about the student feeling involved. Collaborative teaching system is a form of teaching where there are two teachers who plan the classes, co-teach and evaluate together. This study aims to find out what the teachers think about the co-teaching system. Do they think co-teaching leads to a more inclusive teaching? The study also aims to identify how the support to students with difficulties in mathematics is given. Are the students with difficulties given the support in the ordinary class or is the support given separated from the rest of the class. Is there a difference between where the support is given in the collaborative teaching, versus where the special teacher gives its support?

    The outcome of this study shows that the support to students with difficulties in mathematics differs between where the collaborative teaching system gives the support and where the special teacher gives its support. It seems as if the teachers in the collaborative teaching system more frequently give the support in the ordinary class while the special teacher more frequently seems to give the support outside of the ordinary class. The outcome of this study also shows that most teachers have a positive attitude toward the collaborative teaching system and believe that it leads to more inclusive teaching. But the opinions differ regarding weather or not the co-teaching system is of gain for students with difficulties in mathematics, instead of the use of special teachers.

  • 41.
    Raes, Sandy
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Samverkan i projektet Grön Bostad Stockholm: En kvalitativ studie om samverkan och lärandet mellan aktörerna i projektet Grön Bostad Stockholm2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    With the current and growing problem of housing shortage in the Stockholm region, the project Green Livelihood Stockholm was created, which aims to promote sustainable urban development. The project consists of many goals, individuals and actors who act and work together for particular purposes. In order for the project to proceed efficiently and to contribute to sustainable urban development, it is important to investigate the collaboration in the project. The main purpose is to investigate the collaboration and mutual learning between the actors and the individuals in the project, which aims to identify strengths and weaknesses in order to propose improvements in collaboration and mutual learning.

    The qualitative method used consisted of interviews, forms and observations. The results and analysis show how collaboration and mutual learning works in the project, which is mainly through project group meetings. Furthermore, the result also showed that there were both strengths and weaknesses regarding collaboration and mutual learning. Lastly, there were arguments about improvement proposals regarding collaboration and mutual learning based on group processes.

    The conclusion in this study is that collaboration and mutual learning occurs in the project where it leads to the project being able to proceed more efficiently. Strength as well as weaknesses have been identified, for the project to proceed, it is therefore important to improve the collaboration and mutual learning in the project. This can be done using different methods and techniques that allow individuals to promote democracy, commitment, exchange of experiences and knowledge exchanges in the project.

  • 42.
    Rasmusson, Niclas
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Motivation och lärande inaturvetenskaplig undervisning2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This limited study is based on 119 respondents answers on a poll. The purpose of the thesis

    is delimited to examine how respondents perceive their work regarding creation of

    possibilities for student motivation. The quantative part focus on lesson planning and the

    qualitative part focus on the lesson as such.

    The quantative part of the study clearly shows that teachers perceive motivation as crucial

    for students learning, supported by Hattie (2014) metaanalysis. The result also shows that

    less than half of the respondents work actively with thinking and planning for motivation of

    the students while preparing the lesson.

    The qualitative part of the study examines how teachers worked with creating possibilities

    for studentmotivation during their last lesson. The respondants describe their work with

    student motivation pragmatically. Most frequent wordings are variation, discussion and

    pratical experiments, as something that generated motivation during the last lesson.

    The answers are examined following an analysis modell, based on Skaalvik and Skaalvik

    (2016) and their categorization of motivational theories in school. The thesis result shows

    that the respondants answers correlate with four of the eight motivational theories in the

    modell.

  • 43.
    Samba, Dayana
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Farrah, Zainab
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Förutsättningar för lärande genom följeforskning i projekt: En studie om hur förutsättningar för lärande skapas genom löpande utvärdering i projektet Grön BoStad Stockholm2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In Europe, hundreds of millions of Euro´s and billions of SEK are spent annually in Sweden on various programs and related projects. These projects and programs are tools for creating sustainability in development work by leaving a trace, knowledge, on activities through improved structures and processes. In order to create this systematic feedback, learning in a project is highly dependent on a tool. This tool is on- going evaluation. The purpose of this thesis is to analyse the on - going evaluation of the project Grön BoStad Stockholm, regarding the guidelines presented by the Swedish Agency for Economic and Regional Growth (Tillväxtverket). Furthermore, the study aims to emphasise the requirements for learning created through on - going evaluation, with the help of selected theories. To investigate the chosen area, participants in the project Grön BoStad Stockholm have been interviewed and relevant documents have been gathered.

    In addition, two external persons have been interviewed for the project, with the intention of creating a broader picture of how others outside the project perceive on-going evaluation and to provide the study with an external view. The result shows that most of the guidelines presented by the Swedish Agency for Economic and Regional Growth (Tillväxtverket) can be identified in the on-going evaluation carried out in the project. However, one of the main purposes of on-going evaluation is neglected when the results of the project are not followed up by the evaluation. Furthermore, the results show that the on - going evaluation of the project is carried out with a certain development - supportive approach, where the main prerequisite for learning is based on the expertise and reflection that the on-going evaluation contributes to the project management. The study showed that the majority of the project participants do not consider that the on - going evaluation has contributed to any learning prerequisite, which may be due to the fact that these conditions are hidden from most participants. Therefore, a greater focus should be on the other target groups: subprojects and steering group.

  • 44.
    Semarp, Dawan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Integrering av nyanlända elever: Hur och på vilket sätt kan man hjälpa de nyanländaeleverna att integreras i skolan, speciellt i ämnetmatematik?2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The number of newly arrived pupils increases in the Swedish school every year, which makes the school a meeting place for all cultures, nations, religions, lifestyles, languages and different knowledge especially since July 1, 2013 when it was decided that even new arrivals without a residence permit were given legal right to go to school.

    This report aims at contributing knowledge about teachers views on the integration of newly arrived students in Swedish schools, and especially in the subject of mathematics, the newly arrived students' experiences of mathematics teaching and difficulties experienced by teachers in mathematics education for newcomers.

    The result shows that a lot of cooperation is needed about the development and integration of newly arrived students. Teachers argue that integration does not only happen when the students are in the classroom, but they must have the same opportunities and possibilities as the others for integration to be possible.

    According to the teachers, the students must be mapped before they start school to find out what level they are in order to get the right help.

    The result of the study further shows that the newly arrived students placed in a preparatory class are more satisfied with their studies than those who were placed in an ordinary class.

    The result also shows that shortcomings in Swedish and student backgrounds constitute the biggest problem for teachers' jobs with new arrivals. Therefore, it is important that the students begin in a class of preparation to get a smooth start and to get acquainted with some mathematical terms before starting in a regular class.

    This study is a qualitative study based on interviews with a few teachers and students, two teachers and eight students and therefore you cannot draw any general conclusions from the study. In order to draw some unambiguous or general conclusions, more extensive research is required in the field, involving more teachers, students and other staff in several schools in different municipalities.

  • 45.
    Sollenberg, Gustav
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Numerical model of the myosin V molecular motor2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

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

  • 46.
    Stenbom, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    A systematic review of the Community of Inquiry survey2018In: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 39, p. 22-32Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to gain knowledge about the implementation and development of the Community of Inquiry survey. This paper describes a systematic review of peer-reviewed journal papers where the survey has been used to collect and analyze empirical data about a learning experience. A total of 103 journal papers published between 2008 and 2017 were reviewed to reveal the context, research design, and results obtained using the survey. These results specify that the Community of Inquiry survey provide results that are valid and reliable. The instrument has been used effectively to examine learning experiences and to compare different premises in many contexts. It is, however, necessary to expand the settings in order to make more general claims about the nature of online and blended learning.

  • 47.
    Ståhl, Daniel
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Elevers förväntningar på teknikprogrammet: Hur eleverna hanterar övergången från grundskolan till teknikprogrammet2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In today’s upper secondary school, students often meet an education they haven’t really expected. This imposes demands on the educational institution to help the students forward when they face an educational situation that creates a conflict between their expectations and the actual education they participate in. This requires a dialogue with the student to explain and give an accurate description of the subjects they study and what they need to fulfil when they participate in the program. This thesis, based on interviews with students participating in a technical program at an upper secondary school, shows that this is a problem that needs to be handled. Despite the fact that the students sense that their educational situation is hard to handle, they still also feel a sense of belonging. This sense of belonging becomes an obstacle for the student to change from the educational system and program they are participating in. The students’ sense of belonging to the school and its identity makes it hard for them to leave the environment and the program they have started. Through dialogue, the teacher can provide strategies for the students to handle their studies and the transfer from elementary school to the upper secondary school. With the dialogue the students receive an increased understanding of why they take some courses and to find the most suitable strategy to handle the program. In this thesis students did confirm that there is a problem with the transfer from elementary school to upper secondary school. Even though most of the time students evolve their own strategies to handle the transfer, either by trial and error or with a family that can provide support. This thesis is mainly focused on the students that are having hard to handle their studies. difficulties to handle their studies and how to use motivation.

  • 48.
    Sund, Kasper
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Johansson, Emil
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Schemalagt eget arbetes inverkan på studiemotivation i skolan: Hur elevers motivation påverkas av att de själva får bestämma vad de ska arbeta med på skoltid2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how pupils are affected by working under free forms, with respect to student motivation. The study took place in a high school in Stockholm with free study time scheduled, where the pupils are able to choose to work with whatever they find suitable. A qualitative study was carried out with focus groups to explore the opinions of students, teachers and principals regarding the student motivation during these classes. The theoretical framework of this study draws on Ryan & Decis’ Self Determination theory (SDT) and other theories concerning responsibility and control. The results show that a large amount of freedom makes some of the pupils regard these classes as an advantage for their motivation. Some other pupils perceived that freedom of choice affects them negatively as they cannot take responsibility for their schooling. Common for all pupils is that despite their own choice, the intrinsic motivation is not generated. Furthermore, the results indicate that the majority of the pupils are not prepared to act within a normative governance philosophy despite the school's vision regarding this.

  • 49.
    Wejdenstolpe, Mollie
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hur lärare kan välja programmeringsverktyg för kursen Tillämpad Programmering: Rekommendationer framtagna för tillämpningsområdena spel, matematik, musik och konst2018Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis aims to help teachers, who are to teach the course Applied Programming,

    with the choice of programming tools for the course. The course

    is a high school course introduced 1:st of August 2017 to make it possible

    for students to take programming which is useful for the high school program

    they are studying. Therefore an area of application, which is relevant

    for the high school program, is chosen for the students to learn programming

    in. In this work, the areas of application are games, mathematics, music and

    art. For each area of application recommendations regarding choice of programming

    language and programming environment have been constructed,

    as well as a recommendation regarding whether you should use pair programming

    or not. A suggestion of how to interpret the curriculum has also

    been constructed. These recommendations have been constructed from a case

    study done in a school offering the course with games as the area of application

    for students taking the technical program. The case study consisted of

    an observation and two interviews with teachers. Apart from this a literature

    study focused on the different areas of application, programming languages,

    programming environments and pair programming has been done. The programming

    languages which have mainly been focused on are Python, Alice

    and Javascript. The final recommendations vary between the areas of application

    considering the choice of programming language, but pair programming

    is, regardless of the area of application, recommended to use to create a

    conversation about programming.

  • 50.
    Weurlander, Maria
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Att designa en kurs för meningsfullt lärande: En steg för steg guide2018Other (Other academic)
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