| 1. |
- Bjurulf, Veronica
(författare)
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Teknikdidaktik
- 2011
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Bok (refereegranskat)
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| 2. |
- Hagberg, Jan-Erik, 1945-, et al.
(författare)
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Teknikdidaktik under formering
- 2005
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Annan publikation (populärvet., debatt m.m.)abstract
- Svensk och internationell teknikdidaktisk forskning diskuteras i relation till den svenska grundskolans teknikämne
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| 3. |
- Hartell, Eva, 1973-
(författare)
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Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on teachers’ assessment practices in primary and lower secondary schools for technology education (Sv. Teknik). It is grounded in my prior experience as a teacher but also addresses the national and international research fields of technology education and assessment.The thesis is based on four papers covering different aspects of teachers’ assessment practices in technology. Its aim is to contribute to knowledge regarding how teachers use assessments in primary and lower secondary school. The thesis explores: teachers’ formal documenting practices; primary teachers’ minute-by-minute classroom assessment; teachers’ views on assessment and finally teachers’ statements and motives relating to criteria for success while assessing students’ e-portfolios.The choice of methods varies, depending on the focus of each sub-study, including quantitative data, collected from official governmental databases, software-generated statistical data and questionnaires as well as qualitative methods such as observations and interviews.Formal documents proved to be unsupportive for teachers’ assessment practices. Lack of instruction and deficiencies in design templates made these documents practically useless. The classroom study shows that the studied teachers have great ambitions for their pupils to succeed but lack collegial support concerning their assessment practices. Findings also show that teachers who are specifically trained in technology show higher self-efficacy regarding their assessment practices. Based on the results from the teachers' assessments of e-portfolios, it is concluded that there is consensus among the teachers to focus on the whole rather than on particular details in student’s work. The overall results strengthen the importance of designing activities and that students should be taught and not left to unreflective doing in technology.Teachers’ assessment practices are complex. This thesis shows that teachers work with assessment in different ways. It is also shown that the educational environment is not supportive enough. Assessment is a necessity in the endeavour of bridging teaching and learning in technology, thus affordance for teachers’ assessment practices must be increased.
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| 4. |
- Hartell, Eva, 1973-, et al.
(författare)
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Criteria for Success : A study of primary teachers' assessment of e-portfolios
- 2015
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Ingår i: Australasian Journal of Educational Technology. - Waikato : University of Waikato. - 1449-3098 .- 1449-5554 .- 2382-2007.
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Tidskriftsartikel (refereegranskat)abstract
- Transparency regarding criteria for success in assessment processes is challenging for most teachers. The context of this study is primary school technology education. With the purpose to establish what criteria for success teachers put forward during the act of assessment, think-aloud protocols were collected from five primary teachers during an assessment act. Results are based on content analysis of think-aloud protocols and quantitative measures of reliability in order to ascertain teachers’ motives for decision-making when assessing Year 5 pupils’ multimodal e-portfolios.Findings show consensus among these teachers, focusing on the execution of the task in relation to the whole, rather than to particular pieces of student work. The results confirm the importance of task design, where active learning in combination with active tutoring is an integral part, including provision of time and space for pupils to finish their work.
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| 5. |
- Hartell, Eva, 1973-, et al.
(författare)
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Criteria for Success Emphasized by Primary Technology Teachers
- 2014
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Ingår i: Technology Education. - Sydney Australia : Griffith University. - 9780994202703 ; , s. 113-122
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Konferensbidrag (refereegranskat)abstract
- Teachers work with assessment in various ways with the intention of moving their pupils forward. However, moving pupils forward is not always beneficial for learning, as the direction of forward matters too, as well as knowing when arrived. Especially when the purpose of assessment is to move the learners forward towards learning intentions aligned to the curriculum, it gets complicated. When handled with care, feedback has been identified as a key strategy for learning. However, the results of feedback are difficult to foresee. Criteria for success play an important role for feedback, as every pupil benefit of transparency regarding learning intentions and criteria for success. This paper presents findings from an on-going study, on what criteria for success primary school teachers express during an assessment act. The context of our study is primary school technology education in Sweden, and the objects of study are think-aloud protocols collected from five teachers while assessing 22 pupils’ multimodal e-portfolios.
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| 6. |
- Björkholm, Eva, et al.
(författare)
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Focusing on a specific learning content in primary technology education
- 2015
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Ingår i: 29th PATT Conference : Plurality and Complementarity of Approachers in Design and technology Education. - Marseille, France : Presses Universitaires de Provence. - 9782853999946 ; , s. 55-60
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Konferensbidrag (refereegranskat)abstract
- In this paper, we discuss findings from two previous studies in technology education using the Learning study model and the Variation theory of learning. The Learning study is a collaborative approach where teachers and researchers work together in the classroom with the aim to enhance students’ learning concerning a specific content. In a Learning study, focus is on a specific “object of learning”, i.e. what the students are expected to learn. The aim of this paper is to show what knowledge concerning specific objects of learning in technology education is generated in a Learning study and to discuss the potential contribution of this knowledge to technology teaching practice. We will provide examples from two Learning studies conducted in primary technology education in Sweden. The findings from the studies are of two kinds; identified aspects of the object of learning that are critical in order to learn, and aspects that could be referred to the teaching of the specific content.
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| 7. |
- Björkholm, Eva, et al.
(författare)
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Learning study as a way to inquire the meaning of knowing what is to be known : The meaning of knowing how to construct a linkage mechanism. Discering aspects of the object of learning by analyzing classroom interactions
- 2013
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Ingår i: Lesson and learning study as teacher research.
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Konferensbidrag (refereegranskat)abstract
- This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit. The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified.
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| 8. |
- Björkholm, Eva, et al.
(författare)
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Primary School Teachers’ Development of Subject-Specific Knowledge in Technology during a Design Based Research Project
- 2013
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Ingår i: Technology Education for the Future. - : University of Waikato, New Zealand. ; , s. 59-64, s. 59-64
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Konferensbidrag (refereegranskat)abstract
- In this study we examine the development of teachers’ subject-specific knowledge in technology during a design based research project. In the project a researcher collaborated with two primary school teachers in exploring their students’ learning of technology. Throughout the whole project, the teacher-researcher group worked in an iterative and systematic way to explore the students’ learning. The data draws from the groups’ meetings during the whole project. In order to study the potential learning that was taking place among the teacher team during the course of the teaching project, Practical epistemology analysis (PEA) was used. During the project the teachers’ expanding knowledge was based on needs of relations between their understanding of the object of learning (i.e. the capability that the students should develop) and their previous teaching experiences, technical terms and real life examples. An important factor explaining the development of the teachers’ knowledge base was the discussion in the group focusing on different aspects, starting with formulating an object of learning, constructing the pre-test, identifying critical aspects and planning and revising lessons. Our study shows that it is possible for primary school teachers to significantly increase their knowledge base in technology and technology education through design-based teaching.
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| 9. |
- Dagiene, V., et al.
(författare)
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Reasoning on children’s cognitive skills in an informatics contest : Findings and discoveries from Finland, Lithuania, and Sweden
- 2014
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Ingår i: Informatics in Schools. Teaching and Learning Perspectives. - Cham : Springer. - 9783319099576 - 9783319099583 ; , s. 66-77
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Konferensbidrag (refereegranskat)abstract
- In this paper, we present the results from a multi-national study of students’ results in the international IT contest “Bebras”. Be-bras provides motivating and game-like tasks in the format of multiple-choice questions and interactive problems to students in grades 2-12. Our study focuses on the results of nearly 8 000 students aged 10-13 in Finland (n=852), Sweden (n=201) and Lithuania (n=7 022), using gender, task and country as the underlying variables. In addition to presenting the overall results of the three student groups, we also analyse a subset of tasks in common according to Bloom's taxonomy and put forward detailed results for these tasks with regard to gender and country. The results show that there is no difference in performance between boys and girls in this age group. Our findings also indicate that there was a slight mismatch between the difficulty level of the tasks used in the contest and students’ actual abilities; finding more efficient and trustworthy ways of evaluating difficulty levels upfront and choosing a suitable task set is hence important for upcoming contests.
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| 10. |
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