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- Axell, Cecilia, 1965-, et al.
(författare)
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Programming as a New Content in Swedish Preschool : What Is It and How Is It Done?
- 2019
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Ingår i: PATT 37 Developing a knowledge economy through technology and engineering education Msida, Malta, June 2019. - : Department of Technology and Entrepreneurship Education, University of Malta. - 9789995714796 ; , s. 39-47
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Konferensbidrag (refereegranskat)abstract
- In 2017, the Swedish government decided on a new national strategy for digitalisation of the school system. The strategy resulted in a revision of the curricula for Swedish preschool in order to strengthen digitalisation. Although programming is not explicitly mentioned in the curriculum, programming and robots have become a more common feature of preschool teaching. There are intervention studies showing that children can develop programming skills and conceptions. However, studies of programming from a technology education perspective are rare, and there is a need for further research. This study aims to investigate how programming in a preschool context and what the teachers and children do. This study focuses on the interaction between children, teachers and technology. The programming activities in preschool are not a separate activity, but part of a wider context, hence we adapt a sociocultural perspective. The empirical data consist of two group interviews with preschool teachers and one video-recorded programming activity with children aged 4-5 years and their teachers. The data material was analysed using a thematic content analysis to inductively search for patterns in the actions and methods used by teachers and children. This study shows that four aspects of programming were communicated: instructions, sequences, bugs, and language. Moreover, the relationship between humans and the technological artefacts was characterized in three different ways: technology as I) anthropomorphic, II) gender coded, and III) autonomous or non-autonomous. Thus, the programming activities and robot were incorporated in a wider context. Technology (the robot) became a tool to achieve several learning objectives. The technology was not the main focus; the overall message constructed in this teaching setting is that the human controls and uses the technology to achieve specific purposes.
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| 2. |
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| 3. |
- Axell, Karin, et al.
(författare)
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Major armed conflicts, 1993 (Appendix)
- 1994
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Ingår i: SIPRI Yearbook 1994. - : Oxford University Press: Oxford. ; , s. 86-96
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
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| 6. |
- Skill, Karin, 1974-, et al.
(författare)
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Facts, Values and Perspectives on Sustainable Development in Free Teaching Materials in Sweden
- 2022
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 14:19
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we adopt a critical perspective on knowledge about sustainable development in Swedish free teaching materials, where certain ways of illustrating sustainable development can make invisible alternative ways to understand and delimit it. We analyse physical, free materials for school teaching, distributed by Utbudet. The materials were produced between 2008 and 2019. Our analysis shows that there is a focus on facts, certifications and technical fixes, as well as scientific and societal consensus. The companies’ perspectives are prominent in the free materials, as are anthropocentric and Western approaches. Taken together, our study shows that the free materials convey that the global situation has improved and that development is on the right track, rather than in crisis, or that the sustainability problems are complex and difficult to manage. Thus, the materials present a fairly one-sided picture of the situation and the future, which does not really agree with the aim in Swedish education of presenting a balanced view of sustainable development.
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