| 1. |
- Anderhag, Per, et al.
(författare)
-
Kod som teknisk lösning : en studie om grundskoleeleversuppfattningar av ändamålsenlighet i derasspontana programspråk
- 2021
-
Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 17:1, s. 113-129
-
Tidskriftsartikel (refereegranskat)abstract
- This study examines primary school students’ perception of functionality in their spontaneous programminglanguage for controlling a simple robot. Classroom activities were designed in order to create opportunitiesfor the students (year 1 and year 4) to discuss and develop together with their teachers a sharedprogramming language for controlling a simple robot. The students spontaneously used (a) natural language,(b) images or (c) symbols when they created their programming language. The findings show thatthe students primarily perceived a code’s functionality as a question of readability, rather than how wellit fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technologyeducation are discussed.
|
|
| 2. |
- Anderhag, Per, 1971-, et al.
(författare)
-
What strategies do students use when they are programming a robot to follow a curved line?
- 2024
-
Ingår i: International journal of technology and design education. - 0957-7572 .- 1573-1804. ; 34:2, s. 691-710
-
Tidskriftsartikel (refereegranskat)abstract
- During a relatively short period of time, programming has been implemented in the national curriculum of the compulsory school in Sweden. Since 2018, programming is a new content in the technology subject and the research field has discussed some of the challenges teachers and students, who generally have little experiences of programming, face when programming is introduced in teaching. In this study, we have explored what strategies lower secondary school students (ages 13–15) use when they are programming a robot to follow a curved line in technology education class. Data consists of screen recorded films when students are pair programming a robot. Student talks were transcribed verbatim and analysed using Practical Epistemological Analysis. The analysis revealed three different strategies that the students used when programming the robot: (1) sensor—follow the line, searching for a code that automatically would make the robot to follow the route, (2) sensor—wheels, using codes to create a feedback system between sensor and wheels, and (3) rotations—degrees–wheels, using the position of the robot to stepwise fine tune the movement of the wheels. In line with previous research, the students in our study spent much time discussing, testing, and debugging their code, and our findings contribute by showing how these discussions were aligned with the strategy used. Depending on the strategy, students actively looked for and tested codes affecting different aspects of the sensor-wheel system, such as for example sensor input, power, rotations or turning. Implications for teaching is discussed.
|
|
| 3. |
- Björn, M., et al.
(författare)
-
Kod som teknisk lösning : En studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk
- 2021
-
Ingår i: NorDiNa. - : University of Oslo Library. - 1504-4556 .- 1894-1257. ; 17:1, s. 113-129
-
Tidskriftsartikel (refereegranskat)abstract
- This study examines primary school students’ perception of functionality in their spontaneous programming language for controlling a simple robot. Classroom activities were designed in order to create opportunities for the students (year 1 and year 4) to discuss and develop together with their teachers a shared programming language for controlling a simple robot. The students spontaneously used (a) natural language, (b) images or (c) symbols when they created their programming language. The findings show that the students primarily perceived a code’s functionality as a question of readability, rather than how well it fit the purpose of controlling the robot. Possible consequences of the findings for teaching in technology education are discussed.
|
|
| 4. |
- Engström, Susanne, 1962-, et al.
(författare)
-
Kursändring – svenska som andraspråk inte längre ett hinder inom KPU:n
- 2020
-
Konferensbidrag (refereegranskat)abstract
- Efter ett antal omgångar av kompletterande pedagogisk utbildning (KPU) ser vi hur studenter med svenska som andraspråk generellt har större svårigheter att lyckas genomföra lärarutbildningen inom avsedd tidsram, jämfört med studenter med svenska som förstaspråk. Problemen handlar inte om ämneskunskaper utan om förmågor inom akademiskt skrivande och tillgodogörande av ordrik akademisk litteratur. Av tradition förväntas goda kunskaper i svenska inom lärarutbildningar liksom inom många andra akademiska utbildningar. Lärarutbildningen innefattar dessutom strukturer i form av seminarier, reflekterande skrivuppgifter, hemtentamina etc., metoder som hos vissa studenter kan upplevas främmande och ovana.Projektets syfte är att utveckla insikter hos ett arbetslag inom högre utbildning, genom fortbildning i seminarieform, för att åstadkomma förändringar inom kurser så att bland andra studenter med svenska som andraspråk i högre grad får förutsättningar att nå godkänd nivå. Arbetslaget arbetar till största delen inom ramen för lärarutbildningar varför projektet till sitt innehåll bland annat tar utgångspunkt i Bigestans (2015; 2018) studier av ULV-utbildning men även i Bayatis (2014) forskning om synen på studenters språkhantering och rasistiska föreställningar som framträder inom lärarutbildningar.Projektets upplägg med seminarier baseras på forskning om kollektivt lärande och lärande i social interaktion inom arbetsorganisationer samt med inspiration från Simons & Ruijters (2001) och deras tredelade modell för arbetsrelaterat lärande. Vi låter deltagarna ta utgångspunkt i erfarenheter från praktiken (den egna lärarutbildningen), från relevant forskning (föreläsningar och litteratur) och bidra till den gemensamma organisationen genom att vidareutveckla pågående kurser. Intentionen är att seminariedeltagarna tillsammans kan skapa ny kunskap, att ett kollektivt lärande utvecklas genom att individuella perspektiv överskrids.Fortbildningsprojektet består av en inledande föreläsning (Bigestans) och tre uppföljande seminarier med följande teman: kursinnehåll, examinationsmoment och konkreta undervisningssituationer. Inför seminarierna läser deltagarna litteratur, under seminarierna diskuteras frågeställningar formulerade med syfte att utmana och stimulera reflekterande. Dessutom behandlas konkreta frågeställningar kopplade till de kurser som deltagarna valt att utveckla. Vid respektive träff samlas exit-tickets in med syfte att få inblick i deltagares reflektioner och slutsatser.107Efter det sista seminariet fyller deltagarna i en enkät med syfte att utvärdera projektet. De kurser som utvecklats under seminarieserien analyseras, med syftet att se hur innehåll, examinationsformer och litteratur förändrats. Resultatet visar hur deltagarna utvecklar nya lärdomar om och begrepp kopplade till situationen för studenter med svenska som andraspråk och hur de erhåller nya insikter om hur kurser kan genomföras. Ett av resultaten visar sig vara behovet av ytterligare fortbildning inom rollen som handledare inom självständiga arbeten.
|
|
| 5. |
|
|
| 6. |
- Fahrman, Birgit, et al.
(författare)
-
Changing Competencies, Changing Attitudes? How Teachers Become Technology Teachers.
- 2018
-
Ingår i: <em>36th International Pupils’ Attitudes Towards Technology Conference, Athlone Institute of Technology, Co. Westmeath, Ireland, 18-21 June 2018</em>. ; , s. 16-22-
-
Konferensbidrag (refereegranskat)abstract
- There are not sufficiently many trained technology teachers in compulsory schools in Sweden. One way to meet the need is to train teachers that teach other subjects in technology. Professional development courses are offered within a national programme, called Lärarlyftet (‘Boost for teachers’). The aim is to give the participants sufficient content knowledge and subject-specific pedagogical knowledge to enable them to teach technology according to the current syllabus. In this study, 14 lower secondary school teachers participating in a professional development course in technology in Lärarlyftet are followed. The course consists of three semesters of part time studies, corresponding to 30 weeks of full time studies (45 ECTS credits). The participants, with different disciplinary backgrounds want to broaden their competences in technology. The purpose of the study is to investigate how teachers’ perception of the technology subject and their own knowledge of it. The study is longitudinal, with interviews at the onset of the course, in the middle, and near the end. During the course, the respondents experience increased self-confidence concerning teaching technology. They are also more competent in describing their own strengths and shortcomings. Their main worries at the end concern insufficient knowledge about planning and assessment, and also the lack of certain technical skills and shallow knowledge concerning engineering science-based content such as electronics and automatic control. They also express that their own view of the technology subject has been positively enhanced and that it has a legitimate place as an independent subject in the curriculum.
|
|
| 7. |
- Fahrman, Birgit, et al.
(författare)
-
Conceptualisations of technology education: What and why? : A longitudinal study of Swedish teachers partaking in a professional development course in technology
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- How teachers conceptualise technology education, what their thoughts and beliefs are concerning the subject’s content and purpose, is important to study in order to understand technology’s role in school. This is a study of how the subject of technology is conceptualised by 14 Swedish lower secondary school teachers who partook in a professional development course to become certified technology teachers. The respondents were interviewed on three occasions during the three semesters that the course lasted. They were asked about their knowledge and beliefs concerning the technology subject’s content and why pupils should learn it. The respondents provided a quite broad view of the technology subject, including technology and society in present time and historically, abilities to create and understand technical artefacts, and vaguely described ‘engineering thinking’. They explained that the purpose of mandatory technology education was to support a general interest in technology and technology education, and to be of use in everyday life and as a means to understand modern society. The respondents’ answers varied surprisingly little between the interview occasions, but a tendency observed was that they used more subject-specific terms later in the course. They also mentioned ‘engineering thinking’ to a greater degree. The respondents expressed quite clear opinions concerning the subject of technology and explicitly mentioned social perspectives on technology. Judging from previous studies of Swedish technology teachers in compulsory school, these are uncommon traits.
|
|
| 8. |
- Fahrman, Birgit, et al.
(författare)
-
Experienced technology teachers' teaching practices
- 2020
-
Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 30:1, s. 163-186
-
Tidskriftsartikel (refereegranskat)abstract
- Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.
|
|
| 9. |
|
|
| 10. |
- Fahrman, Birgit, 1961-
(författare)
-
To know a subject - Teachers' views about the subject of technology : How the subject of technology is described and approached by teachers in the lower secondary school
- 2021
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- For teaching to be successful, teachers must be well-educated and have knowledge in many different fields. With a combination of solid subject knowledge, good teaching skills and the ability to balance these qualities, teachers can support students’ learning. However, Swedish compulsory school technology teaching does not always meet the requirements for a desired learning environment. This thesis aims to extend our knowledge of how teachers perceive the subject of technology, its content and purpose and our understanding of how the teachers develop this knowledge. Two sets of data have resulted in three separate studies. Study 1 (paper 1) focus on experienced technology teachers’ views of their own teaching. Study 2 and 3 (paper 2 and 3 respectively) concern the views of novice technology teachers. Different theoretical frameworks enable understanding of the analysis. The pedagogical content knowledge (PCK) framework is applied on in-depth interviews. Theories about curriculum emphases together with a conceptual framework for technology concerning the subjects’ content were applied on the short-answer interviews about purpose and content of the subject. Findings show that experienced technology teacher highlight different purposes for technology education (depending on background) but agree upon that teaching must be student-active. They emphasize the design process as important and specific for the subject and that technology teaching requires various support structures for learning to take place. The novice teachers describe the subject as being hard to grasp with a difficult to understand syllabus. They express uncertainty about planning, implementing, and assessing teaching in relation to certain content as well as practical activities. The three studies, separately and together, point to the importance of subject knowledge. Understanding of the technology subject seems to be the first step towards grasping how the subject should be taught. Future training of technology teachers must focus on knowledge of the subject's characteristics and understanding the subject’s purpose and content. A greater effort is also needed for everyone involved to create a common vision concerning the nature, purpose, and place of the technology subject in Swedish schools that contributes to pupils' understanding of the world around them while laying a good foundation for their further studies
|
|
