| 1. |
- Ideland, Malin, 1970-, et al.
(författare)
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”En hemlig skola röjer det orimliga"
- 2020
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Ingår i: Svenska Dagbladet. - Stockholm : Svenska Dagbladet. - 1101-2412. ; :2020-08-30
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det är affärslogiken som styr när statistik om skolor och betyg nu ska sekretessbeläggas. Samtidigt visar detta hemlighetsmakeri tydligt att friskolan blivit norm och att andra värden felaktigt får stå tillbaka, skriver forskare.
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| 2. |
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| 3. |
- Dahlstedt, Magnus, et al.
(författare)
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Systemet med fritt skolval måste bytas ut
- 2018
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Ingår i: Svenska Dagbladet.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ökad segregation och deprofessionalisering av läraryrket är några av effekterna av det fria skolvalet. Nu krävs en grundlig utredning med siktet inställt på att hitta alternativ till nuvarande marknadssystem, skriver ett flertal forskare.
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| 4. |
- Hallström, Henrik, 1975-
(författare)
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VISIONER OM FORMATIVA PRAKTIKER : Lärares och elevers levda erfarenheter av formativ bedömning och bedömningsmatriser i skolans fysikundervisning
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the wake of declining student performance and interest in science education, efforts to improve the quality of science teaching have intensified, including physics education. A recurring proposal to improve physics teaching is the use of formative assessment. Policy reforms tend to view the implementation of formative assessment as easy, but studies indicate that integrating these strategies into teachers’ practices can be challenging. Using a phenomenological approach and hermeneutic reflections, the present study explores the opportunities and challenges that teachers’ and students’ experience when implementing formative assessments in the physics classroom. For example, teachers may encounter resistance from their students and colleagues with different expectations of physics teaching, limiting teachers’ opportunities to ‘break free’ from established traditions. However, the study also highlights opportunities for physics teachers to evolve by taking risks and embracing formative assessment as an overarching learning assessment approach. Furthermore, the present study confirms the results of previous research indicating that students may see assessment rubrics in a positive light as their use can clarify teachers’ expectations and reduce uncertainty in this regard. However, the results of the present study also show that students may approach rubrics only as mechanical and strategic tools to obtain their desired grades, which risks conveying the message to students that physics knowledge is quantitative in nature. The students’ experiences also demonstrated that the use of rubrics could cause stress and anxiety, limiting the formative potential of rubrics. The results of the study are discussed in relation to the support that teachers and students need in implementing formative assessment and rubric use, and they have implications for teachers’ assessment literacy, including their ability to implement formative assessments in relation to different purposes of physics teaching. One conclusion is that teachers’ and students’ lived experiences of formative assessment and rubric use need to be understood in relation to the wider context of their lifeworlds, which is marked by an increased focus on performance and results. This is crucial so that teachers and students would not be portrayed as the problems when investments in formative assessment do not meet expectations.
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| 5. |
- Andersson, Mats, et al.
(författare)
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Road Friction Estimation
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This project is part of the Swedish IVSS program. The aim of IVSS is to stimulate research and development for the road safety of the future. Road conditions with low friction have been identified as a frequent cause of traffic accidents. Therefore, technology to automaticallydetect changes in road conditions and alert the driver or take proper actions with active driver support systems would be a key contribution to increased road safety.The aim of this project was to investigate the possibilities to estimate the tire to road friction.Three different approaches have been developed and evaluated, from concept to early prototypes in test vehicles. In the first method, the estimation of the coefficient of friction is based on the forces and torques that are produced at the front tires at cornering maneuvers.The second method is based on a physical model of the tire behavior and estimates road friction from information on the forces that are produced at straight driving. The third method is based on an optical sensor that classifies the road surface ahead of the vehicle.The three methods have been successfully evaluated in proving ground and public road tests in summer and winter conditions with different tires, and have been compared with reference measurements. The conclusion is that all three methods can be used for tire to road frictionestimation and are recommended for further development and industrialization.
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| 6. |
- Artman, Henrik, 1968-, et al.
(författare)
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Design Learning Opportunities in Engineering Education : A case study of students solving an interaction–design task
- 2014
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Ingår i: Proc. 4th International Designs for Learning Conference.
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Konferensbidrag (refereegranskat)abstract
- How do engineering students embrace interaction design? We presented two groups of chemical engineering students with an interaction design brief with the task of producing a concept prototype of an interactive artefact. Through interaction analysis of video material we analyse how the students gesture and use concepts adhering to interaction. The students frequently use gestures to enhance idea-generation. Sketches are used sparsely and other design materials were almost not used at all.
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| 7. |
- Artman, Henrik, 1968-, et al.
(författare)
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Designed by Engineers : An analysis of interactionaries with engineering students
- 2015
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Ingår i: Designs for Learning. - : De Gruyter Open. - 1654-7608 .- 2001-7480. ; 7:2, s. 28-56
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students perform a time-constrained, open-ended, complex interaction design task, an “interactionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering students carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral communication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We further identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interactionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.
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| 8. |
- Artman, Henrik, et al.
(författare)
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Designed by Engineers : An analysis of interactionaries with engineering students compared to interaction design students
- 2014
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Ingår i: Designs for Learning. - 1654-7608. ; 7:2, s. 28-56
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students per-form a time-constrained, open-ended, complex interaction design task, an “in-teractionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering stu-dents carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral com-munication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We fur-ther identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interac-tionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.
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| 9. |
- Artman, Henrik, et al.
(författare)
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The Interactionary as a Didactic Format in Design Education
- 2015
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Ingår i: KTH Scholarship of Teaching and Learning 2015. - Stockholm : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Project-based education allows students to explore real-world problems and challenges. It can also bemore cost-effective than traditional teaching and individual tutoring. However, projects are sometimes messy, need a long takeoff roll and risk being difficult to monitor by teachers. There is a need to better understand and support students’ creative design processes. We propose the ‘interactionary’ format as providing one way forward to meet these needs. An ‘interactionary’ is a highly time-constrained collaborative design assignment which forces students to complete a design task live on stage (Berkun, 2001). We present findings from three separate case studies in which the format has been tested. The studies involved students of interaction design (Ramberg, Artman, Karlgren, 2013) and chemical engineering (Artman, House, Hultén 2014) as well as multidisciplinary student teams (Artman, House, Hultén, Ramberg, Unpublished).Our results show that the interactionary as a didactic format engages students and allows them to explore a messy design space. Furthermore, three phases of the design process were identified in all studies: ideation, sketching and reflection/evaluation. The groups displayed differences in their multimodal approach to design. For example, the engineering students mainly made use of ephemeral communication strategies (gestures and speech) rather than sketching with physical materials, while the two other student groups employed physical materials (clay, lego, paper sketching) to a higher degree. Furthermore, there was a tendency for the design objective to override the specific competences of the participating individuals whereby the design process became a collaborative team effort. Students mainly made use of their everyday knowledge, indicating a need to better address domain knowledge (in interaction design, chemical engineering or other domains respectively). Nevertheless, all thirteen groups in the three studies articulated and produced prototypes and basic use-scenarios within the time-limit which shows that the format engages the students and enables a short project takeoff. There remains, however, the need for research into how teachers can instruct, coach and intervene in the design process as well as in the use of disciplined domain knowledge.
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| 10. |
- Berg, Astrid, et al.
(författare)
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Children's emergent mechanistic reasoning in chemistry: a case study about early primary students' reasoning about the phenomenon of thermal expansion of air
- 2024
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Ingår i: CHEMISTRY EDUCATION RESEARCH AND PRACTICE. - : ROYAL SOC CHEMISTRY. - 1109-4028. ; 25:1, s. 92-114
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Tidskriftsartikel (refereegranskat)abstract
- The importance of introducing students to mechanistic reasoning (MR) early in their schooling is emphasised in research. The goal of this case study was to contribute with knowledge on how early primary students' (9-10 year-olds) MR in chemistry is expressed and developed in a classroom practice framed by model-based inquiry. The study focuses on the first lesson in a sequence of six that was developed as part of a design study. The teaching was designed to ensure student agency and create conditions for the students to develop, test, and evaluate simple particle models in interaction with observations cooperatively and under teacher guidance. During the lesson, students were encouraged to express their tentative explanatory models in drawing and writing, and to act as molecules to dramatize the expansion of air. A mechanistic reasoning framework based on the characterisation of system components (entities, properties, activities, organisation) was developed and used to analyse children's mechanistic reasoning. The framework included multimodal analysis of communication (speech, gestures, writing, drawing, bodily motion) and evaluation of student reasoning based on e.g., the presence of gaps in terms of explanatory black boxes or missing pieces. The results show that: (1) In model-based inquiry, young children can navigate across different representational levels in their reasoning and engage in MR; (2) children's black-boxing can be seen as an indication of epistemic work in the process of model-based inquiry; and (3) asking students to engage in multiple modes of representations support the development of student MR in model-based inquiry.
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