| 1. |
- Cederqvist, Anne-Marie, 1970, et al.
(författare)
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Digital competence with respect to ESD for science and technology student teachers - A study of a South African and a Swedish university
- 2022
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Ingår i: Science and Technology Teacher Education in the Anthropocene Addressing Challenges in the North and South / In M. Rocksén, E. Vhurumuku, M. Svensson, E. Mushayikwa & A. Msimanga (Eds). - London : Routledge. - 9781003190158 - 9781032039978 - 9781032039947 ; , s. 170-191
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Education for sustainable development (ESD) and digital competence are important issues in education that are rarely discussed in relation to each other. This chapter presents the collaboration and exchange of experiences of science and technology teacher educators in South Africa and Sweden, on the relationship between ESD and digital competence. Both countries have recently implemented digital competence in the curriculum for compulsory school, and teacher education in both countries is facing changes in preparing future teachers to teach digital competence incorporated with sustainability issues. The chapter's aim is to analyse and compare the curricula of the two countries to establish similarities and differences that could inform the discussion on the extent the involved teacher education institutions prepare science and technology teachers for teaching digital competence with respect to ESD, and what more should be done. The findings show that the compulsory curricula have broad coverage of digital competencies, but their relation to sustainability issues is vague. Further, the involved teacher education institutions need to broaden the coverage of digital competencies and incorporate this with ESD where sustainability issues are made explicit in relation to the potential, the challenges and the consequences of digital technologies on human, society and the environment.
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| 2. |
- von Otter, Ann-Marie, et al.
(författare)
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Teknik i skolan : En vägledning till ämnets kunskapsinnehåll och progression
- 2022
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Bok (populärvet., debatt m.m.)abstract
- Teknik i skolan har utvecklats för tekniklärare, lärarstudenter och lärarutbildare i syfte att förmedla ämneskunskaper i teknik, kunskaper som kan sättas i relation till de förväntningar som skolans styrdokument uttrycker i termer av ämnesinnehåll och progression. Författarna bjuder in till en kunskapande resa som syftar till att dels ge ämneskunskaper, dels ge läsaren insikt i vad som kan undervisas om i ämnet teknik för grundskolan. Boken passar därför som en bas för teknikundervisningen i grundskolan. Boken tar utgångspunkt i två av didaktikens nyckelfrågor: Vad skall vi undervisa om? Varför väljer vi just det innehållet?Varje kapitel belyser ett specifikt innehåll kopplat till teknikämnets kursplan och behandlar detta i relation till de ämneskunskaper lärare behöver för att kunna undervisa i teknik. Kapitlen inleds med en kunskapsdel för att sedan belysa hur man kan arbeta med teknikämnets både teoretiska och praktiska kunskapsinnehåll utifrån en progression.
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| 3. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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An Exploratory Case Study on Student Teachers’ Experiences of Using the AR App Seek by iNaturalist When Learning About Plants
- 2023
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Ingår i: Learning and Collaboration Technologies. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783031345500 - 9783031345494 ; , s. 33-52
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Konferensbidrag (refereegranskat)abstract
- In this case study we explore the use of Augmented Reality (AR) as a pedagogical tool to promote student teachers learning about plants in a biology course module within teacher education. Traditionally, when studying plants in science education, flora books are used. However, digital technology has contributed to new ways of exploring plants, and AR is suggested as an important tool. This requires teacher educators who are familiar with AR and the pedagogical implications of using AR when teaching about plants. Therefore, the aim of this study is to investigate student teachers’ experiences of using the AR app Seek by iNaturalist during an excursion to identify and learn about plants, as well as discuss the pedagogical implications of integrating the app into a biology course module. The student teachers took part in the excursion using the app to practice plant identification. Afterwards, semi-structured interviews were conducted with three student teachers. A thematic analysis approach was used to explore the student teachers’ experiences when using Seek. The findings indicate that Seek increases student teachers’ awareness of plants, which promotes their interest and engagement in plants. The easy accessibility in their phone makes them use Seek in their spare time. The increased interest and easy access support learning. By knowing the name of plants, the student teachers establish relationships with plants, which increases awareness of the importance of caring for nature. Hence, Seek could be seen as a pedagogical tool that promotes student teachers’ learning and interest about plants. © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
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| 4. |
- Cederqvist, Anne-Marie, 1970
(författare)
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An exploratory study of technological knowledge when pupils are designing a programmed technological solution using BBC Micro:bit
- 2022
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Ingår i: International Journal of Technology and Design Education. - : Springer Science and Business Media LLC. - 0957-7572 .- 1573-1804. ; 32, s. 355-381
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Tidskriftsartikel (refereegranskat)abstract
- © 2020, The Author(s). Technology educators often provide activities where pupils design programmed technological solutions (PTS) with various programming materials for developing pupils’ technological knowledge related to PTS and digital technology. However, few studies have investigated how pupils experience these activities. To fill this gap in knowledge, this phenomenographic study explores how pupils experience designing a PTS using BBC Micro:bit and identifies the technological knowledge these pupils need, in terms of critical aspects (i.e., aspects necessary to discern), to successfully solve a real world task—the design and coding of a burglar alarm. The data were gathered from sketches, interviews, and video-recordings of pupils aged 10 and 14. This study shows that the pupils struggled with two intertwined phenomena during the activity: the dual nature of the PTS (i.e., the structure and function) and the BBC Micro:bit material. The findings indicated that the pupils needed to understand what components to use based on their function and how to organise these components so they interacted with a code that used feedback control. That is, the pupils needed to code a conditional statement by combining blocks in the BBC Micro:bit editor. To produce working code, the pupils needed to know what the blocks represent, where to find the blocks in the editor, and how to interpret the shapes of the blocks. The results have implications for teaching technological knowledge, suggesting an importance of addressing these phenomena and critical aspects with respect to developing pupils’ conceptual and procedural knowledge related to designing PTS with BBC Micro:bit.
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| 5. |
- Cederqvist, Anne-Marie, 1970
(författare)
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An exploratory study on critical aspects when designing technological solutions with the BBC Micro:bit
- 2021
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Ingår i: SIG 9 Conference Gothenburg 2021 Phenomenography and Variation theory.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The design of programmed technological solutions (PTS) with programming materials, is a way for developing pupils' technological knowledge related to PTS. However, we know little of what pupils experience from these activities. The aim of this phenomenographic study is to explore what phenomena are in focus and discerned differently when pupils are designing a PTS with the BBC Micro:bit; and to identify necessary knowledge in terms of critical aspects. Data consists of sketches, interviews and video-recordings when pupils, aged 10 and 14, are designing a burglar alarm. The result shows that pupils are struggling with two intertwined phenomena; the dual nature of the PTS, and the BBC Micro:bit material. Critical to discern is what components to use, based on their function, and how to organize them to interact with a code in terms of feedback control. This is interrelated with the programming of conditional statements, and to combine these in terms of blocks, where to discern what the blocks represent, to find them in the editor, and to understand their shape. The results have implications for teaching, suggesting a need to address the interrelated phenomena and facilitate discernment of critical aspects, for developing conceptual and procedural knowledge related to PTS.
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| 6. |
- Cederqvist, Anne-Marie, 1970
(författare)
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Designing and coding with BBC micro:bit to solve a real-world task – a challenging movement between contexts
- 2022
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Ingår i: Education and Information Technologies : Official Journal of the IFIP technical committee on Education. - New York, NY : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 27, s. 5917-5951
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Tidskriftsartikel (refereegranskat)abstract
- Designing programmed technological solutions (PTS) with programming materials has become a way to contextualise educational content related to PTS and programming. However, studies show that pupils have difficulties conceptualising central phenomena involved in the process, which affects their ability to design PTS. In order to understand these difficulties, this study investigates pupils’ ways of experiencing the process of solving a real-world task with a programming material. The study takes its point of departure from a previous study that identified two central phenomena, the dual nature (structure and function) of PTS and the BBC micro:bit material, when pupils, aged 10 and 14, were designing a burglar alarm with the BBC micro:bit. The data was revisited with the aim of analysing pupils’ sequential discernment of critical aspects of the phenomena (i.e. aspects necessary to discern in order to understand phenomena), and how this affects how the design process unfolds. The results show that the movement from the real-world context toward the BBC micro:bit context is challenging. Pupils need to be able to connect conditions in the real-world context both to aspects of the dual nature of their PTS, and to aspects of the BBC micro:bit material that represent the dual nature. This suggests the importance of appreciating the BBC micro:bit context and the real-world context in relation to the dual nature of PTS, and of addressing the sequential stages of the process in which aspects of phenomena and their interrelations are emphasised, to help pupils see the PTS in the changing contexts.
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| 7. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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Developing student teachers’ PCK for teaching technology with a sustainability edge in primary school
- 2023
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Ingår i: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023. - Liverpool : Liverpool John Moores University.
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Konferensbidrag (refereegranskat)abstract
- In Swedish primary schools, technology teaching may appear different depending on what educational setting the pupils meet. Many pupils experience the subject of technology as taking part in practical making-activities without recognizing the technological knowledge involved, and many teachers feel uncertain of what and how to teach technology, especially concerning sustainability. Thus, it is necessary to pinpoint these issues within teacher education. This paper presents the first iteration of a Design-Based Implementation Research (DBIR) study on a teaching module that provides student teachers with theoretical and practical knowledge in technology education. The purpose of the study is to capture and understand how student teachers transform acquired knowledge and skills into Pedagogical Content Knowledge (PCK) for teaching technology in primary school. Special attention is on how student teachers evolve relations between technology education and sustainable development. The study is designed and implemented in line with DBIR based on principles of collaboration and has strong connections between practice and theory (Fishman & Penuel, 2018). The participating researchers, also the teacher educators, have together with teachers at a municipal technological resource facility jointly identified underlying premises such as policy document statements; topics and content of value for all participants; potential participating schools; and reviews of previous research. The study includes 12 student teachers enrolled in a science and technology course. Data is collected in several steps including student teachers’ written individual reflections, their project assignments, their lesson plans, and focus group interviews. Based on qualitative content analysis, components of PCK are traced to elucidate the transformation of student teachers’ PCK for teaching technology with a sustainability edge. The results contribute to knowledge of what efforts, such as teaching module design features and connections to sustainability, should be made to develop student teachers’ PCK for teaching technology in primary school.
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| 8. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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Minecraft as a Hybrid Boundary Object : Exploring Nature in Squares
- 2023
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Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 13:9, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In this exploratory case study, we investigated children’s ways of experiencing virtual worlds, such as Minecraft, and how this may affect their understanding of nature, scientific phenomena, and sustainable development; that is to say, Minecraft was explored as a boundary object in children’s making activities with Minecraft. The research questions that guided the study are: In what ways may Minecraft act as a boundary object between children’s formal and informal learning about science and sustainable development? In what ways may Minecraft act as a boundary object when children build relationships with nature? Semi-structured interviews were conducted with six children. A thematic analysis approach was used to analyze the interviews. This study shows that in the Minecraft context, the children gained a breadth of everyday experiences related to scientific phenomena and sustainability. Further, the findings indicate that children merged their experiences in the virtual world with experiences in the physical world. In this sense, Minecraft involves science and sustainability content that crosses the boundary between the virtual world and reality. Thus, we suggest that Minecraft bridged children’s physical and virtual relationships with nature; that is to say, Minecraft became a boundary object that allowed children to experience nature and encounter knowledge that they would not otherwise have been able to experience. © 2023 by the authors. Licensee MDPI, Basel, Switzerland.
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| 9. |
- Cederqvist, Anne-Marie, 1970
(författare)
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Programming to Control Technological Systems
- 2018
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Ingår i: EARLI SIG 9 Conference 2018 Birmingham.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Being digitally competent has become increasingly important in our society. Much of the technology we use in our everyday lives such as cell phones, computers, iPads, remote controls etc. are controlled by digital technology. These are examples of technological systems that can be difficult to understand but with knowledge of the parts and how they interact, these kind of systems can be understandable. The revised Swedish curriculum for compulsory school (2017) emphasizes digital competence and highlights programming as an important element in education to develop pupils' digital competence. Within the subject of technology, programming is seen as a digital tool where knowledge about and skills in programming, in conjunction with understanding of technological systems, is described as important. A system thinking based on the abilities to understand the parts of a technological system, how the parts interact and the system as a whole, may provide possibilities to understand how programming is used to control technological systems in our everyday lives. Many teachers have limited knowledge about programming and how it can be taught. Previous studies show that pupils find it hard to understand technological systems and several studies shows that programming is difficult to learn. The aim of this study is to explore how pupils, aged 10-12, understand the purpose of programming and its structure and logic in relation to technological systems. Based on a phenomenographic approach, data collection has begun by semi-structured interviews. In the analysis the pupils' understanding will be qualitatively distinct in categories. Preliminary results will be presented. There will be a set of focused units of interview extracts and tentative categories that can offer a preliminary insight in the pupils' different understandings of how programming can be used as a digital tool to control technological systems.
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| 10. |
- Cederqvist, Anne-Marie, 1970
(författare)
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Pupils’ ways of making sense of structure and function when constructing a technological solution that is controlled with programming
- 2019
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Ingår i: CETIS’ Summer Seminar at Rockelstad Castle, 17-18 June, 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study is to explore what is discerned and in pupils’ focus in the process of constructing a technological solution that is controlled with programming and, more specifically, what characterize the process of making sense of structure and function of a programmed technological solution (PTS), by using the teaching material Micro:bit. Data has been collected by video-recordings, when pupils are working in pairs, solving a technological problem where to construct a burglar alarm. Follow-up interviews with the pupils were conducted after the activity. 8 pupils from 4th grade and 6 pupils from 8th grade participated in the study, all of them have been taught in programming with the Micro:bit material for about 3-5 lessons. A phenomenographic approach is used to investigate the pupils’ understanding, highlighting which parts of a PTS the pupils discern or not discern, and in what way they discern them, in the process of designing, constructing and programming a PTS. The preliminary reflections show that the pupils' main focus is on producing a code, without reflecting on what the code accomplishes in relation to the components and the whole of which they are a part; the components and their interaction with the code are put in the background. Pupils have difficulties in transforming their thoughts of a possible solution, in relation to the programming-blocks that are offered to use in the code, and the meaning of generating information to determine the function of the technological solution. The result of the study may provide an important basis for what should be addressed in teaching to obtain an understanding of structure and function of PTS, with respect to the process of constructing and programming a technological solution by using different teaching materials.
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