| 1. |
- de Vries, Marc, et al.
(författare)
-
Pre-university Education : An introduction
- 2016. - 1st
-
Ingår i: Pre-university Engineering Education. - Sense Publisher : Springer. - 9789463006194 ; , s. 1-12
-
Bokkapitel (refereegranskat)
|
|
| 2. |
- Edvardsson Björnberg, Karin, et al.
(författare)
-
Integrating social sustainability in engineering education at the KTH Royal Institute of Technology
- 2015
-
Ingår i: International Journal of Sustainability in Higher Education. - 1467-6370 .- 1758-6739. ; 16:5, s. 639-649
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm. Design/methodology/approach - Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators. Findings - The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability. Practical implications - The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date. Originality/value - There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work - programme leaders and teachers - define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts.
|
|
| 3. |
- Edvardsson Björnberg, Karin, et al.
(författare)
-
Integrating social sustainability into the engineering curriculum at the Royal Institute of Technology (KTH) : A pilot study
- 2013
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In recent years, significant efforts have been made at the Royal Institute of Technology (KTH) in Stockholm to integrate sustainable development in the university’s Bachelor and Master education. However, a self-evaluation study carried out in 2012 showed that many programme coordinators and teachers at KTH still struggle with how to integrate social sustainability in their programmes. Based on interviews with programme coordinators at four engineering programmes at KTH we analyse what are perceived to be the main challenges associated with integration of social sustainability in the university’s engineering education. The paper reports on data acquired through the interviews, focusing on three questions: (1) How is the concept of social sustainability defined and operationalized in the selected engineering programmes? (2) How is social sustainability taught in the selected engineering programmes (learning objectives, teaching methods, pedagogical strategies/tools)? (3) What resources (training efforts, material/tools, etc.) are (according to the informants) required in order to support teachers and programming coordinators in their professional roles as (social) sustainability educators?
|
|
| 4. |
- 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.
|
|
| 5. |
- 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
|
|
| 6. |
- Gumaelius, Lena, 1967-, et al.
(författare)
-
Engineering education in change. A case study on the impact of digital transformation on content and teaching methods in different engineering disciplines
- 2023
-
Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; , s. 1-24
-
Tidskriftsartikel (refereegranskat)abstract
- This study investigates the question of how Engineering education in the Nordic region responds to the challenge of educating future engineers who are ready for professional practice in a digital world. Particular interest is put on identifying who is responsible for the implementation of digital knowledge and what and how subject content is addressed. Our study draws on Bernstein’s pedagogical device model (Bernstein, B. 2002. “Editorial: Basil Bernstein’s Theory of Social Class, Educational Codes and Social Control.” British Journal of Sociology of Education 23 (4): 525–526). The study focuses on the questions of if/how digital transformation leads to change of engineering education content and/or pedagogical approaches. Narratives of 20 university teachers have been collected and analysed. Findings reveal three areas of consideration; there is a connection between how digital knowledge is valued and how the subject is introduced in engineering education, differences in digital knowledge can be linked to the generation gap and, universities are seldom seen as the driving force for digital innovation. It is concluded that education must reflect on the purpose for which digitalisation takes place, continuous training targeting digital transformation should be offered to senior teachers and, universities need to provide increased focus and dedicated time for educational development.
|
|
| 7. |
- Gumaelius, Lena, 1967-, et al.
(författare)
-
Outcome analyses of educational interventions: a case study of the Swedish “Boost of Technology” intervention
- 2018
-
Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:4, s. 739-758
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, there have been multiple large scale interventions to support compulsory school teachers generally and within specific subjects. Due to the costs associated with such interventions it is critical that interim evaluation measures exist which can indicate potential success. Additionally, evaluation measures which can measure the actual impact of interventions relative to their intended aim are also needed as validation tools. The Swedish regional 'Tekniklyftet' or 'Boost of Technology' project which ran from 2011 to 2013 is presented here as a case study exploring evaluation measures for educational interventions in technology education. Three different evaluation approaches were used as measures of the intended outcomes of the intervention. These included (1) analysing the preconditions which exist in schools for teachers of Technology, (2) analysing the use of local long term technology education planning documents (school work plans) developed during the intervention, and (3) analysing the potential change over time in student performance in Technology based on national grades at the end of compulsory school. The findings gained from each approach indicate that the Boost of Technology project was a success. However, there were shortcomings associated with each approach. They are therefore discussed in the Swedish context with the intention to support future international stakeholders in the evaluation of interventions aspiring to develop technology education.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Hartell, Eva, 1973-
(författare)
-
Assidere Necesse Est : Necessities and complexities regarding teachers’ assessment practices in technology education
- 2015
-
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.
|
|
