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- Hartell, Eva, 1973-, et al.
(författare)
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K-ULF : Creating Research Synergy in the Interface Between School and the Academy
- 2021
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Ingår i: PATT38 Book of Abstracts.. - Turku, Finland : PATT Organizing Committee. ; , s. 27-28
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Konferensbidrag (refereegranskat)abstract
- The K-ULF project is part of a Swedish government initiative, to develop and evaluate sustainable collaboration models for empirical participatory research. The primary aim is to strengthen the research base for educational practice in schools through integrating the teaching profession and its development with university research and teacher education. Participatory research and co-design of teaching and learning studies is seen as a way to achieve the aim of strengthening the scientific ground and proven experience in education on a national level. Within the context of this initiative K-ULF places particular emphasis on egalitarianism in the context of schools and education. The project explores the role of practical work (laboratories and experimental curricula) on digital competencies and language development in STEM education. Studies conducted following the K-ULF model are a collaborative venture gathering teachers, teacher students, teacher educators and educational researchers at KTH Royal Institute of Technology and three municipalities Haninge, Lidingö and Stockholm, in Sweden. The K-ULF project is tightly integrated with KTH’s teacher education programs, involving students in their teaching rounds and their master thesis work. During the school visits they collect observational data documenting classroom practice and student learning behaviors. Master degree students thesis work is conducted in collaboration with mentors at schools in the end of the degree. K-ULF integrates classroom-based research and innovation with teaching degrees using a participatory Scholarship of Teaching and Learning model. This provides schools with direct participation in research closely connected to educational practices, helping to build a culture of research driven change in school teaching as well as driving research relevant to teachers in a mutual exchange between academia and school. This need of participatory research has recently been emphasized in two large scale Swedish Government reports. This presentation provides an overview of K-ULF as well as an illustrative example from one of the K-ULF pilot schools, Fredrika Bremergymnasiet in Haninge. The context for the study is the technology program, a prerequisite upper secondary school program preparing pupils to study engineering at university. The result from the case study is a new course design in which a teacher student specialized in programming and an experienced teacher collaboratively developed a curriculum module for product development. The new approach combines class content by embedding programming into a pre-existing curriculum module of mechanical and hardware. The illustrative example above is one of several cases in which the K-ULF model contributes to strengthening the interface between school and academy.
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| 2. |
- Hartell, Eva, 1973-, et al.
(författare)
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K-ULF : an agile model for participatory practitioner-based research in STEM education
- 2022
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Ingår i: <em>11<sup>th</sup> Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD. </em><em>Editors: Adj. Prof. Kurt Seemann and Prof. P John Williams.</em>. ; , s. 1-3
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Konferensbidrag (refereegranskat)abstract
- This extended abstract describes a project which develops STEM education, and a social justice and equal opportunity agenda, in which the school's egalitarianmission is seen as an imperative to support every child regardless of background. The K-ULF project (compensatory teaching and learning through practice-lead research[1]) takes an exploratory approach in developing and evaluating models for participatory practice-lead research. The initiative is a joint venture between academia and the Swedish school system. Traditionally teachers have seen more as the objects of study, rather than active agents in the creation of research questions, design or even results. The growing interest in evidence informed practice is gaining ground internationally, however the results of earlier studies may not always be relevant or when relevant not embedded in the learning and school culture in which they are used. The need for arenas where academia and practice collaborate, co-create, and learn from each other is desperately needed. Our aim is to develop models for participatory collaborative research where both researchers and teachers contribute, share, and create knowledge together. This approach has huge potential in terms of strengthening the research base for educational practices in schools and integrating the teaching profession and its development through collaboration with research and teacher education. K-ULF contributes to making research more relevant for educational practice in STEM education. The conference presentation presents the K-ULF model and its agile structure, inviting the audience torecontextualise our research into their own setting. [1] This is a loose translation from the Swedish name of the project.
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| 3. |
- Hartell, Eva, 1973-, et al.
(författare)
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K-ULF A Collaborative, Practitioner Research Model between School and Academia : Lessons learned
- 2022
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Ingår i: <em>Designing a better world through technological literacy for all. </em>. - St. John's, Newfoundland & Labrador, Canada : Faculty of Education, Memorial University, Canada. ; , s. 122-133
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Konferensbidrag (refereegranskat)abstract
- The K-ULF (Compensatory teaching for learning and research) project is part of a Swedishgovernment initiative, to develop and evaluate sustainable collaboration models for empiricalparticipatory research. Aiming to strengthen the research base for educational practice in schoolsthrough integrating the teaching profession and its development in collaboration with research andteacher education on a national level. Participatory research within K-ULF focuses on scholarshipof teaching and learning to strengthen the scientific foundation and professional experience basisfor Technology in K–12 STEM education. K-ULF contributes to increased knowledge and insightregarding how to design a model that supports the school’s compensatory mission in a strategic co-designed action research framework. This paper provides an overview of the collaborative researchmodels developed in this initial phase as well as a summary and analysis of the outcomes of theparticipatory research within the partnership between KTH’s teacher education and STEM teachersin five partner education providers.
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| 4. |
- Mikkonen, Suvi, et al.
(författare)
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Begrepp, metaforer och liknelser i yngre barns samtal om cellen
- 2021
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Ingår i: Forum för forskningsbaserad NT‐undervisning. - Linköping : Linköping University Electronic Press. - 9789179297206 ; , s. 129-145
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Tidigare studier, som framförallt har fokuserat på äldre barn, har visat att elever kan uttrycka en rad uppfattningar om cellen som avviker från gängse naturvetenskapliga beskrivningar. Projektet som denna studie är en del av syftar därför till att generera kunskap om hur undervisning kan stödja yngre barns (grundskolans årskurs 2) förståelse för cellen. Studien avser att besvara frågeställningarna (1) Vad uppmärksammaryngre barn när de arbetar med cellen i olika sammanhang? och (2) Hur använder yngre elever figurativa ord och naturvetenskapliga begrepp när de pratar om celler? En undervisningsserie omfattande ett tiotal lektioner planerades och genomfördes. Data i form av elevsamtal och digitala elevredovisningar från två lektionstillfällen samlades in och analyserades. Vid det ena tillfället redovisade eleverna egna 3D-modeller av cellen för varandra, som de hade tillverkat på lektionstid efter att ha sett en filmserie från Utbildningsradion om cellen. I det andra tillfället använde eleverna mikroskop för att studera och samtala om samt fotografera djur-, växt- och bakterieceller. Resultatet visar att elever framförallt uppmärksammade funktion när de arbetade med modellerna och form när de studerade riktiga celler. Studien visar på och diskuterar betydelsen av vardagliga, figurativa ord i elevers samtal om cellen.
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