| 1. |
- Adams, Robin, et al.
(författare)
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What is the word for 'Engineering' in Swedish : Swedish students conceptions of their discipline
- 2007
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Engineering education in Sweden – as in the rest of the world – is experiencing a decline in student interest. There are concerns about the ways in which students think about engineering education, why they join an academic programme in engineering, and why they persist in their studies. In this context the aims of the Nationellt ämnesdidaktiskt Centrum för Teknikutbildning i Studenternas Sammanhang project (CeTUSS) is to investigate the student experience and to identify and support a continuing network of interested researchers, as well as in building capacity for disciplinary pedagogic investigation. The Stepping Stones project brings together these interests in a multi-researcher, multi-institutional study that investigates how tudents and academic staff perceive engineering in Sweden and in Swedish education. The first results of that project are reported here. As this study is situated uniquely in Swedish education, it allows for exploration of “a Swedish perspective” on conceptions of engineering. The Stepping Stones project was based on a model of research capacity-building previously instantiated in the USA and Australia (Fincher & Tenenberg, 2006).
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| 2. |
- Alghamdi, Fayiq, et al.
(författare)
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Changing the Educational Epistemologies of Computer Science Teachers : A Case Study of the Kingdom of Saudi Arabia
- 2018
-
Ingår i: 2018 IEEE Frontiers in Education Conference (FIE). - Piscataway, NJ : IEEE. - 9781538611746
-
Konferensbidrag (refereegranskat)abstract
- This paper explores the attitudes of Computer Sci- ence (CS) teachers in the Kingdom of Saudi Arabia (KSA) who are confronted by the Saudi Teaching Competencies Standards (STCS). The STCS is a response to a substantial need to develop both subject-specific pedagogical ability as well as teachers subject area knowledge. The Ministry of Education in the KSA is encouraging teachers to improve their practices to achieve the new quality requirements for education. This paper presents the results of an investigation of CS teachers’ views on educational belief changes in the KSA schools. The paper addresses how and why CS teachers adopt new educational beliefs in their teaching. The paper presents the results of the investigation of the CS teachers views on educational belief changes in the KSA schools and the STCS policy document guidelines. Research in the area of changing educational epistemology in teaching CS identifies six factors that influence teachers, these are personal pedagogical beliefs, peer learning, curriculum, self-directed learning, student feedback and the STCS. A mixed method study approach was adopted in this work. Content analysis has been applied to the interview transcript and thematic coding analysis to the government policy document (STCS). The results provide a valuable case study in the KSA and emphasize the weak relationship between educational epistemology change and the STCS norms. The findings show that the STCS should provide stronger guidance for CS teachers to keep changing beliefs in teaching CS. The STCS should offer supporting official resources to CS teachers to help them in changing their beliefs in regard to teaching CS.
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| 3. |
- Alghamdi, Fayiq, et al.
(författare)
-
Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia
- 2018
-
Ingår i: 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia. - Cham : Springer. - 9783030027490 ; , s. 129-140
-
Konferensbidrag (refereegranskat)abstract
- The Kingdom of Saudi Arabia (KSA) has recently adopted the Saudi Teaching Competencies Standard (STCS). This paper tries to answer how these competencies are achieved, how they are maintained, and what support exists to support teaching CS competently in the KSA. This paper presents the results of an investigation of teacher awareness of, and attitudes to, the STCS in the Kingdom. Through the study reported here, we address an urgent need in the Kingdom to understand teacher preparedness in terms of CS teaching competencies. The study draws on interviews with ten CS teachers in five different cities in the KSA. A thematic coding analysis approach was used. This study explores the CS teaching competencies held by teachers in three areas of CS teaching, focusing on connection to society, professional practice and professional development. The results of the study highlight the CS teaching competencies that CS teachers feel they currently grasp well in the KSA. By enhancing awareness of what teachers currently do well we contribute to the adjustment and improvement of the STCS and help to build a program which addresses the current in-service training needs of CS teachers. The outcomes also help to raise awareness of the challenges of implementing the Computer Education curriculum in KSA schools.
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| 4. |
- Alghamdi, Fayiq, 1985-
(författare)
-
Dimensions of Professionalism : A Study of Computer Science Teaching in Saudi Arabia
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Saudi Arabia, new computing education programs have been introduced in alignment with the Saudi Vision 2030, which is a plan launched in 2017 to reduce Saudi Arabia's reliance on oil, diversify its economy, and develop its health, education, recreation, infrastructure and tourism. Computer science is a rapidly changing area, which places high demands on teachers in the subject to develop both their subject and pedagogical competence. This thesis explores computer science teachers’ perspectives on professional development from three viewpoints—the Saudi Teaching Competencies Standard, engagement in teachers’ awards and self-directed learning. The thesis examines the efforts of computer science teachers as they develop new pedagogies during their teaching careers as a result of the new regulations. The main question is ‘How do Saudi Arabian computer science teachers develop their teaching professionalism?’ Conclusions draw on the outcomes of four sub-studies. A mixed-methods approach consisting of interviews and questionnaires was used to collect data. The participants comprised 389 computer science teachers from different Saudi Arabian cities with different demographics and different teaching experience. The analysis drew on a theoretical framework that integrates elements of the Theory of Reasoned Action, the Theory of Planned Behaviour and the Adult Learning Theory. A model for pedagogical change was developed and used to understand how and why computer science teachers change their educational pedagogy. The model explains the teachers’ shift in pedagogy and answers the question of how and why computer science teachers adopt a new pedagogical strategy. The studies show that both internal and external factors motivate the study participants to engage in competency development. In the Saudi model, the Saudi Teaching Competencies Standard and awards are external factors as they include a preparatory period of intensive skills development. Teachers' experience from this informs the picture of Saudi teachers' training that is presented in the dissertation. Indeed, the trial participants stated that they mainly used self-directed learning for their competence development, drawing on internal motivation. One reason for this was that they felt that many of the skills development programs offered lacked timeliness and relevance. The studies on which the dissertation is based have been conducted in Saudi Arabia, but the results also provide insights into general challenges associated with regulating teachers' competence and the design of in-service training for teachers. The results clearly point out the importance of teachers' participation in the development of the profession in order for changes to be accepted and incorporated into their profession. Behavior change theories can be used to understand and predict how new regulations and pedagogical strategies will be received, and if they are likely to be accepted or rejected by teachers. These theories, therefore, constitute a useful tool in regulating teaching and the teaching profession.
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| 5. |
- Alghamdi, Fayiq, 1985-, et al.
(författare)
-
Teachers’ Awards : an Incentive for Pedagogical Development in Saudi Arabia
- 2019
-
Ingår i: 2019 IEEE Frontiers in Education Conference (FIE). - 9781728117461 - 9781728117478
-
Konferensbidrag (refereegranskat)abstract
- This work-in-progress paper presents a study on how K-12 Computer Science teachers in Saudi Arabia have changed their pedagogy as a result of engaging in one year of professional development leading up to applying for a teacher's award. The results are based on thematic analysis of fourteen interviews with teachers that have been awarded either the `Education Excellence Award' or the `Microsoft Expert in Education'. The study focuses on how preparing for and getting the teaching award has influenced them focusing on changes in their pedagogical development and subsequent practices. The work provides an in-depth description of several aspects of the Saudi Arabian teaching culture. It explores and discusses the affordances of mechanisms used to strengthen pedagogical competence in a teacher community, paying extra attention to awards. This study identifies four main factors that motivate teachers to engage in pedagogical development in teaching Computer Science. The research suggests that awards can be an efficient motivator in establishing a culture of excellence among Computer Science teachers.
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| 6. |
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| 7. |
- Andersson, Staffan, et al.
(författare)
-
Ämnesdidaktisk forskning : Ett stöd för utbildningsexcellens
- 2014
-
Ingår i: I stort och smått – med studenten i fokus. - : Uppsala universitet. ; , s. 241-249
-
Bokkapitel (populärvet., debatt m.m.)abstract
- I en tid fylld av viktiga vägval för högre utbildning krävs pålitlig information för att fatta välgrundade beslut. Där spelar ämnesdidaktisk forskning med fokus på högre utbildning en betydelsefull roll. Detta forskningsområde har vuxit fram under inflytande från olika utbildningspolitiska beslut och även gett flera viktiga bidrag till den högskolepedagogiska utvecklingen. För att stärka utvecklingen ytterligare krävs olika stödjande strukturer som bland annat stärker forskningsverksamheten, underlättar samverkan mellan olika intressenter och bidrar till praktiska tillämpningar av den ämnesdidaktiska kunskapen.
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| 8. |
- Apiola, Mikko, et al.
(författare)
-
A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
-
Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
-
Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 9. |
- Apiola, Mikko, et al.
(författare)
-
A Scientometric Journey Through the FIE Bookshelf : 1982-2020
- 2021
-
Ingår i: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
-
Konferensbidrag (refereegranskat)abstract
- IEEE/ASEE Frontiers in Education turned 50 at the 2020 virtual conference in Uppsala, Sweden. This paper presents an historical retrospective on the first 50 years of the conference from a scientometric perspective. That is to say, we explore the evolution of the conference in terms of prolific authors, communities of co-authorship, clusters of topics, and internationalization, as the conference transcended its largely provincial US roots to become a truly international forum through which to explore the frontiers of educational research and practice. The paper demonstrates the significance of FIE for a core of 30% repeat authors, many of whom have been members of the community and regular contributors for more than 20 years. It also demonstrates that internal citation rates are low, and that the co-authoring networks remain strongly dominated by clusters around highly prolific authors from a few well known US institutions. We conclude that FIE has truly come of age as an international venue for publishing high quality research and practice papers, while at the same time urging members of the community to be aware of prior work published at FIE, and to consider using it more actively as a foundation for future advances in the field.
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| 10. |
- Apiola, Mikko, et al.
(författare)
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From a National Meeting to an International Conference : A Scientometric Case Study of a Finnish Computing Education Conference
- 2022
-
Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 10, s. 66576-66588
-
Tidskriftsartikel (refereegranskat)abstract
- Computerisation and digitalisation are shaping the world in fundamental and unpredictable ways, which highlights the importance of computing education research (CER). As part of understanding the roots of CER, it is crucial to investigate the evolution of CER as a research discipline. In this paper we present a case study of a Finnish CER conference called Koli Calling, which was launched in 2001, and which has become a central publication venue of CER. We use data from 2001 to 2020, and investigate the evolution of Koli Calling's scholarly communities and zoom in on it's publication habits and internalisation process. We explore the narrative of the development and scholarly agenda behind changes in the conference submission categories from the perspective of some of the conference chairs over the years. We then take a qualitative perspective, analysing the conference publications based on a comprehensive bibliometric analysis. The outcomes include classification of important research clusters of authors in the community of conference contributors. Interestingly, we find traces of important events in the historical development of CER. In particular, we find clusters emerging from specific research capacity building initiatives and we can trace how these connect research spanning the world CER community from Finland to Sweden and then further to the USA, Australia and New Zealand. This paper makes a strategic contribution to the evolution of CER as a research discipline, from the perspective of one central event and publication venue, providing a broad perspective on the role of the conference in connecting research clusters and establishing an international research community. This work contributes insights to researchers in one specific CER community and how they shape the future of computing education
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| 11. |
- Berglund, Anders, 1956-, et al.
(författare)
-
A Sustainable Internationally Distributed Project Course in Software development
- 2021
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Ingår i: ENLIGHT Teaching and Learning Conference, Gent,. The Netherlands.
-
Konferensbidrag (refereegranskat)abstract
- This course is a project course that offers outcomes both within learning of the students’ disciplines and as development of professional competencies, so called generic competencies including inter‐ cultural competence. Creating international teams can enhance learning, as the students need to learn how to collaborate in a more structured way. The course has been run with smaller variations for more than 20 years, so the concept is sustainable
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| 12. |
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| 13. |
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| 14. |
- Berglund, Anders, 1956-, et al.
(författare)
-
Inspiring Students in Their Learning : A Theoretically Based Discussion Building on Three Courses
- 2019
-
Ingår i: 2019 IEEE Frontiers in Education Conference (FIE 2019). - : IEEE. - 9781728117461
-
Konferensbidrag (refereegranskat)abstract
- It often happens that some students come to engage in their learning, and in the learning of their peers, far beyond what we, or they, would have expected. There is also ample evidence of the opposite experience, where students, even if initially highly motivated, end up unable to engage in a meaningful manner. I n this paper, we analyse three courses in order to better understand why the level of student engagement varies to such a high degree, with the aim of opening for seeing underlying factors explaining this. Further, we illustrate and discuss our framework with empirical data collected from at Uppsala University. We study the courses using different research approaches (or perspectives), based in the sociocultural tradition, namely Activity Theory (as described by Engestrom), Zone of Proximal Development (Vygotsky), and Communities of Practice (Lave & Wenger). These approaches serve as lenses with the aim of finding common factors in the learning environments that are collectively created by the students and their teachers during the extent of the courses. Our results point towards the need to establish a joint understanding between students and teachers at several different levels: at a course level in terms of the aim of a course and its possible outcomes, but also personal aims related to what the course could lead to for everyone involved. Further, our research suggests that the supporting and scaffolding role of the teacher is crucial to the development of a positive learning environment in a course.
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| 15. |
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| 16. |
- Berglund, Anders, 1956-
(författare)
-
Learning computer systems in a distributed project course : The what, why, how and where
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Senior university students taking an internationally distributed project course in computer systems find themselves in a complex learning situation. To understand how they experience computer systems and act in their learning situation, the what, the why, the how and the where of their learning have been studied from the students’ perspective. The what aspect concerns the students’ understanding of concepts within computer systems: network protocols. The why aspect concerns the students’ objectives to learn computer systems. The how aspect concerns how the students go about learning. The where aspect concerns the students’ experience of their learning environment. These metaphorical entities are then synthesised to form a whole. The emphasis on the students’ experience of their learning motivates a phenomenographic research approach as the core of a study that is extended with elements of activity theory. The methodological framework that is developed from these research approaches enables the researcher to retain focus on learning, and specifically the learning of computer systems, throughout. By applying the framework, the complexity in the learning is unpacked and conclusions are drawn on the students’ learning of computer systems. The results are structural, qualitative, and empirically derived from interview data. They depict the students’ experience of their learning of computer systems in their experienced learning situation and highlight factors that facilitate learning. The results comprise sets of qualitatively different categories that describe how the students relate to their learning in their experienced learning environment. The sets of categories, grouped after the four components (what, why, how and where), are synthesised to describe the whole of the students’ experience of learning computer systems. This study advances the discussion about learning computer systems and demonstrates how theoretically anchored research contributes to teaching and learning in the field. Its multi-faceted, multi-disciplinary character invites further debate, and thus, advances the field.
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| 17. |
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| 18. |
- Berglund, Anders, et al.
(författare)
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Learning to develop learning and teaching of CS : a collaborative example
- 2014
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Ingår i: Proc. 2nd International Conference on Learning and Teaching in Computing and Engineering. - Los Alamitos, CA : IEEE Computer Society. - 9781479935918 ; , s. 147-148
-
Konferensbidrag (refereegranskat)abstract
- Developing and improving teaching and learning in computer science is a complex task. One of the most significant challenges involves encouraging students, teachers and the formal university structures to all move in the same direction, for example to embrace the ideas of Scholarship of Teaching and Learning (SoTL). Much of the difficulty can be found in the fact that the intrinsic nature of SoTL implies that teaching and learning should be researched and critically examined. This in turn demands a development of underlying staff and organisational attitudes. As a consequence, the ways to relate to the students, the subject area, the teaching and our colleagues must scrutinised, with the intent of finding new teaching and learning forms. This contribution discusses an on-going four year project, ABoLT (Al Baha optimising Teaching and Learning), in which Uppsala University (UU) in Sweden and Al Baha University (ABU) in Saudi Arabia collaborate on developing computer science (CS) education at ABU, based in the ideas of SoTL to the benefit of both partners. In the project, ABU will renew its teaching in CS and, at the same time, initialise, formulate and conduct research in computing education, as a means to understand and improve its own teaching and the learning of its students.
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| 19. |
- Berglund, Anders
(författare)
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On the understanding of computer network protocols
- 2002
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How students learn about network protocols is studied in a project-centred, internationally distributed, university course in computer systems taught jointly by two universities. Insights into students' understanding of basic concepts within computer networks are gained through an empirical phenomenographic research approach.The use of phenomenography as a research approach makes it possible to learn about computer science, as it is experienced by the students. The context in which the research is carried out and issues concerning by whom the context is experienced, are investigated and form a part of the methodological basis.Students' understanding of some protocols that are used within the project, as well as their experience of the general concept of network protocols are investigated, and different ways of experiencing the protocols are discerned. Some aspects that indicate good learning outcomes are identified, such as being capable of understanding a protocol in different ways and of making relevant choices between the ways it could be experienced according to the context in which it appears.Based on these results a discussion on learning and teaching is developed. It is argued that a variation in the context in which the protocol is experienced promotes good learning, since different ways of experiencing a protocol are useful with different tasks to hand. A student with a good understanding of network protocols can choose in a situationally relevant way between different ways of experiencing a protocol.
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| 20. |
- Berglund, Anders, et al.
(författare)
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Pedagogical development in engineering : A collaborative project between Saudi Arabia and Sweden
- 2014
-
Ingår i: Proc. World Engineering Education Forum. ; , s. 967-968
-
Konferensbidrag (refereegranskat)abstract
- This paper discusses a pedagogical development project (called ABoLT – Al Baha optimizing Learning and Teaching) in engineering and computer science at Al Baha University (ABU) in Saudi Arabia. It is jointly run between ABU and the Uppsala Computing Education Research Group (UpCERG), Uppsala University (UU) in Sweden, as a mutual learning project. It is based in research in learning in engineering and computing education research. In the project we develop intellectual tools aimed to empower the teachers at ABU, and thereby their faculty and the university as a whole.
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| 21. |
- Berglund, Anders, et al.
(författare)
-
Qualitative Research Projects in Computing Education Research: An Overview.
- 2006
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Ingår i: Australian Computer Science Communications. ; 28:5, s. 25-34
-
Tidskriftsartikel (refereegranskat)abstract
- Qualitative research approaches have much to offer computing education research (CER). Conducting studies which are theoretically anchored in pedagogy, as well as in computing, can help us to draw more solid and significant conclusions about how students learn computing. When studying teaching and learning situations it is important to take into explicit account what is meant by learning. We claim that this implies that research into student learning is strengthened by increased awareness of the role and relevance of qualitative research approaches in CER.With this aim in mind we identify the area of “pedagogically anchored qualitative research” and place it within the broader CER landscape. We also provide an overview of research methods and resulting studies, which we feel exemplify the value this type of study has for the CER community.
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| 22. |
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| 23. |
- Berglund, Anders, et al.
(författare)
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Teaching and Learning Computer Science at Al Baha University, Saudi Arabia : Insights from a staff development course
- 2015
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Ingår i: Proc. 3rd International Conference on Learning and Teaching in Computing and Engineering. - Los Alamitos, CA : IEEE Computer Society. - 9781479999675 ; , s. 1-6
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Konferensbidrag (refereegranskat)abstract
- In this special session we meet a set of projects in computer science and engineering education at a university in Saudi Arabia. They are the product of a pedagogical development course ran in collaboration with a Swedish university during the academic year 2013/2014. The projects reflect the local situation, with its possibilities and challenges, and suggest steps to take, in the local environment, to enhance education. As such it is a unique document that brings insights from computer science and engineering education into the international literature.
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| 24. |
- Berglund, Anders, 1956-, et al.
(författare)
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Three Ways of Globalizing IT Engineering Education : Experiences from Two European Universities
- 2008
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Ingår i: International Conference on Science, Technology and Education Policy. - Hangzhou, China. ; , s. 63-67
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Konferensbidrag (refereegranskat)abstract
- In this paper, we present three different mechanisms for globalising engineering education: (1) student and staff exchanges, (2) joint courses, where the students work in globally distributed teams; and (3) joint degree programmes.We argue that the three mechanisms complement each other and that successful globalisation within an institution can be archived by combining the three.Our argument is based on the experiences of two north European universities, who successfully globalise their education.
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| 25. |
- Berglund, A., et al.
(författare)
-
Through the eyes of a research team : Using theory to enhance STEM Education
- 2021
-
Ingår i: 6th International STEM Education Conference, iSTEM-Ed 2021. - : Institute of Electrical and Electronics Engineers Inc..
-
Konferensbidrag (refereegranskat)abstract
- Computing Education Research (CER) is an example of Discipline-Based Education Research (DBER) that has developed substantively over the last few decades. This is especially true for the Uppsala Computing Education Research Group (UpCERG). In this paper, we use UpCERG as a lens to see how a conscious use of theory can enhance the quality of STEM education. This is accomplished through presenting our use of the concept 'theory' in the paper and by using the theses produced by the group as a way to illustrate the increased importance of theoretical development.
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| 26. |
- Berglund, Anders, 1956-, et al.
(författare)
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Through the eyes of a research team: Using theory to enhance STEM Education
- 2021
-
Ingår i: 2021 6th International STEM Education Conference (iSTEM-Ed). - : IEEE. ; , s. 1-4
-
Konferensbidrag (refereegranskat)abstract
- Computing Education Research (CER) is an example of Discipline-Based Education Research (DBER) that has developed substantively over the last few decades. This is especially true for the Uppsala Computing Education Research Group (UpCERG). In this paper, we use UpCERG as a lens to see how a conscious use of theory can enhance the quality of STEM education. This is accomplished through presenting our use of the concept “theory” in the paper and by using the theses produced by the group as a way to illustrate the increased importance of theoretical development.
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| 27. |
- Bilbao, Javier, et al.
(författare)
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Introducing Computational Thinking and Algebraic Thinking in the European Educational Systems
- 2024
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Ingår i: International Journal of Education and Information Technologies. - : North Atlantic University Union (NAUN). - 2074-1316. ; 18, s. 11-19
-
Tidskriftsartikel (refereegranskat)abstract
- Computational Thinking is part of the new curriculum in many countries and this new competence is often combined with Algebraic Thinking. Both types of thinking are part of the core of Mathematics and Computer Science. Algebraic Thinking is linked to acquiring the ability to represent and generalize patterns in any application area. Furthermore, the ability to communicate a mathematical argument, using the necessary language and symbolism, is a skill that is dependent on training in this type of thinking. Although Algebraic Thinking can be developed at different levels, and it is also developed at university levels, more and more countries see it as a basic mode of thought that should be encouraged from early childhood education. Algebraic Thinking has also a close relationship with Computational Thinking, and they are currently united in different situations, such as the international PISA student evaluation tests. We argue in this paper that this is a transversal competence that can be practiced in any subject and at any age. Sometimes combined with the process of teaching Mathematics. It is essential, in our opinion, to strengthen the inclusion of strategies that encourage students to reflect deeply on the concepts, theories, and applications they are learning, giving rise, among others, to number sense and abstraction. In this paper, we present the implementation of these two types of thinking, algebraic and computational, in the preuniversity curriculum, particularly in Spain, within a European project. In this project, we seek to create more appropriate learning approaches for those who are often disadvantaged and help them to take advantage of Computational Thinking and Algebraic Thinking and, therefore, STEM knowledge, helping to a stronger and more equal society. We analyze its status and its relationship with the concepts taught in the different courses, although focusing on the subject of Mathematics.
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| 28. |
- Björlin Svozil, Louise, et al.
(författare)
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Portrayals of Technology Education in Swedish Upper Secondary Education
- 2020
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Ingår i: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE.
-
Konferensbidrag (refereegranskat)abstract
- In this Research Full Paper we contribute to the research on constructions of technology education. Why are women and minority groups often under-represented in student cohorts in STEM programmes? Many studies have addressed this question, and much is known about the impact of representations of technology studies on the choices and motivations of these demographic groups in many countries. Many of the recent studies published in the English language address the North American education system. This paper investigates if perpetuation of gender norms might be evident in recruitment materials for Swedish upper secondary education. This research question is addressed through an analysis of how upper secondary education schools use images in presenting their university preparatory programs to prospective students. Swedish postcompulsory school education comprises a number of specialised upper secondary school programmes in Technology, Natural science, Social science and Economy. A significant display area of the web content regarding these programmes is pictorial information. In this study Technology Education is viewed as a societal construction and images representing the technology program are here used as a way of discovering both perceptions about them, and underlying themes that the choice of images might communicate. Three themes, Environment, Pedagogical approach and Human presence, emerge and serve as a foundation from which similarities and differences in the visual messages associated with these programs are investigated. Our major finding is that images used in association with Technology Education portray a paucity of social relations and a dominant culture of working/studying alone. These findings are of concern, as this type of profile has been shown to reduce motivation of women and minority groups to pursue such a career.
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| 29. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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A comparison of swedish and Irish secondary students conceptions of engineers and engineering using the draw-an-engineer test
- 2019
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Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings. - : American Society for Engineering Education.
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Konferensbidrag (refereegranskat)abstract
- Women are significantly underrepresented in engineering and engineering related disciplines. One area where this is clearly illustrated is in the percentage of females enrolled in higher education engineering courses. The 2016 data on enrolment by field from the Organization for Economic Co-operation and Development (OECD) shows that the maximum percentage of female enrolment in “engineering and engineering trades” education at Bachelors, Masters, and Doctoral level in OECD countries is 28.33% in Sweden. As this form of education is likely to lead to a career in an engineering related field, there is a clear need to understand the factors which influence female students' decisions to enroll in higher education engineering courses. There are many influences on students' choices to pursue specific career paths. For example, how students conceive a particular discipline or career will influence this decision, as what they believe it to involve will likely affect their interest in engaging with it. In engineering, students often have misconceptions regarding what it means to be an engineer and the Draw-an-Engineer Test (DAET) has frequently been used to investigate these misconceptions. Studies using DAET have found that young students typically conceive engineers to be male, with the majority of male students typically representing engineers as male, but, with female students drawing more frequent but still relatively small proportions of female engineers. However, at least with the original “Draw a” instrument, the Draw-a-Scientist Test (DAST), children's drawings of scientists have been found to be becoming more gender diverse over time. In this study, the DAET is used in a comparative study between Sweden and Ireland. These countries were selected as according to the 2016 OECD data on higher education enrolment, Sweden has the highest representation of female engagement with engineering in higher level education (28.33%), while Ireland has one of the lowest (14.13%). The study cohort (ntotal = 513; nIreland = 302; nSweden = 211) in the context of both countries includes students who are approximately 15 years old. This age is of cultural significance in both countries as students are at a juncture in second level education where they must make a choice on what they will study at upper secondary level, which will consequently have an impact on their decision on what to study should they choose to progress to higher level education. Results are presented in relation to participants engineering stereotypes in terms of gender and the nature of engineering activities, and also in terms of their level of interest in engineering. Importantly, the results indicate that in order to understanding engineering stereotypes and young people's interest in becoming an engineer, the complex relationship between a student's gender, cultural context, and conception of engineering must be considered.
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| 30. |
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| 31. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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Exploring the Prototypical Definitions of Intelligent Engineers Held by Irish and Swedish Higher Education Engineering Students
- 2021
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Ingår i: Psychological Reports. - : SAGE Publications. - 0033-2941 .- 1558-691X.
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Tidskriftsartikel (refereegranskat)abstract
- Males are generally overrepresented in higher education engineering. However, the magnitude of this variance differs between countries and engineering fields. Evidence associated with the field-specific ability beliefs hypothesis suggests that perceptions of intelligence held by actors within engineering affects the engagement of underrepresented groups. This study examined perceptions of an intelligent engineer held by undergraduate and postgraduate engineering students in Ireland and Sweden, countries selected based on their levels of female representation in engineering education. It was hypothesised that there would be a significant difference in perceptions between countries. A survey methodology was employed in which a random sample of Irish and Swedish university students completed two surveys. The first asked respondents to list characteristics of an intelligent engineer, and the second asked for ratings of importance for each unique characteristic. The results indicate that an intelligent engineer was perceived to be described by seven factors; practical problem solving, conscientiousness, drive, discipline knowledge, reasoning, negative attributes, and inquisitiveness when the data was analysed collectively, but only the five factors of practical problem solving, conscientiousness, drive, discipline knowledge and negative attributes were theoretically interpretable when the data from each country was analysed independently. A gender × country interaction effect was observed for each of these five factors. The results suggest that the factors which denote intelligence in engineering between Irish and Swedish males and females are similar, but differences exist in terms of how important these factors are in terms group level definitions. Future work should consider the self-concepts held by underrepresented groups with respect to engineering relative to the factors observed in this study.
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| 32. |
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| 33. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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Framing the constructive alignment of design within technology subjects in general education
- 2020
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.
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| 34. |
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| 35. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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The impact of country of schooling and gender on secondary school students' conceptions of and interest in becoming an engineer in Ireland, Kenya and Sweden
- 2023
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Ingår i: International Journal of STEM education. - : Springer Nature. - 2196-7822. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundGiven the disparities in gender representation, efforts are needed to make engineering education more inclusive and attractive to young people. It is important that those entering engineering education are making this decision with sufficient understanding of what it means to be an engineer. This study explored how lower secondary education students from Ireland (n = 435), Kenya (n = 436), and Sweden (n = 361) stereotyped engineers, and their interest in becoming an engineer was examined. The Draw an Engineer Test was used to achieve this, and ordinal and logistic regression analyses were conducted to compare the effects of students' genders and country of schooling on the genders and concepts of their drawn engineers, and on their interest in becoming an engineer in the future.ResultsA Sankey diagram illustrated significant complexity in the interaction between conceptions of engineering work and fields of engineering. Chi-square tests of association were used to examine the association between students depicting an engineer as either the same or a different gender to themselves and their interest in becoming an engineer. The results of these and the regression analyses indicate that young people's gender explains more variance in the gender of drawn engineers and the country they are studying in explains more variance in their conception of engineers. However, most variance was explained when both students' gender and country of study were considered together. Further, particularly for young females, drawing a female engineer as opposed to a male engineer was positively associated with increased interest in becoming an engineer.ConclusionsThere is a need to develop a greater understanding of engineering in young people to ensure they have sufficient information to make decisions regarding related educational pursuits. National-level attempts are needed to present accurate depictions of engineering, and effort needs to be invested in ensuring that young females can identify as engineers. Higher educational access needs to be considered in future work examining future career interests.
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| 36. |
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| 37. |
- Chechan, Batoul, et al.
(författare)
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Effect of using Desmos on high school students’ understanding and learning of functions
- 2023
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum Ltd. - 1305-8223. ; 19:10, s. em2331-em2331
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the effect of using Desmos on students’ performance in learning functions. An embedded mixed methods design was applied and involved 98 students from an upper secondary school in Sweden. Students’ assessments (pre- and post-test) and opinion polls were the two main data collection instruments. The results show that both groups (experimental and control) experienced a significant improvement in their post-test scores. However, the experimental group had a statistically significant improvement in comparison with that of the control group across the five constructs used in this study. The qualitative data revealed that the majority of the students ascribed a positive effect of the use of Desmos on their general understanding of function concepts, their ability to analyze functions and check their answers through visualization, which are difficult when working using paper and pencil.
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| 38. |
- Clear, A., et al.
(författare)
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Designing Computer Science Competency Statements : A Process and Curriculum Model for the 21st Century
- 2020
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Ingår i: Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, ITiCSE 2020. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 211-246
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Konferensbidrag (refereegranskat)abstract
- The broadly influential document Computing Curricula 2005 (CC2005) is in the process of being updated through a project called Computing Curricula 2020 (CC2020). CC2020 provides a vision for the future of computing education, including a comprehensive report that contrasts curricular guidelines, and contextualizing those guidelines within the broader landscape of computing education. In the process, a framework of competency-based educational principles has been developed which is closely aligned with other skills and qualifications frameworks. This working group report demonstrates one way in which the transition from current learning-outcomes-based practices to the competency-based practices can be approached. Further, the paper discusses the challenges and insights that have emerged as the learning outcomes for various Knowledge Areas in the CS2013 report were re-expressed in terms of competencies.
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| 39. |
- Clear, Alison, et al.
(författare)
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Developing Competency Statements for Computer Science Curricula : The Way Ahead
- 2020
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Ingår i: ITiCSE '20: Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 515-516
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Konferensbidrag (refereegranskat)abstract
- This Working Group aims to take the current approved Computer Science curricula document, CS2013, and redevelop it into competency statements. The CC2020 project has designed and built a prototype of a visualization tool to compare and contrast current computing curricula. Three basic approaches were taken to portray the base data that will be used for the tool: the first being expert-defined competencies, the second based on mining, and the third based on expert-defined knowledge areas. The visualization tool takes competency statements from each of the current approved computing curricula and visually represents them. Using competency to frame curricula and describe educational outcomes in computing is not new. Since the CC2005 report was published several additional curricula have appeared and the information technology, information systems, and software engineering communities have developed three approaches to defining computing competency in the context of developing their curricula reports. In future the CC2020 report advocates that all new curricula will be written as competency statements. Currently the CS2013 curricula is expressed in learning outcomes rather than the competency statements, so it is essential to be able to demonstrate Computer Science curricula in these new terms to accommodate the new direction and demonstrate Computer Science in the new visualization tool.
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| 40. |
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| 41. |
- Daniels, Mats, 1956-, et al.
(författare)
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A Case Study: The Uppsala Computing Education Research Group (UpCERG)
- 2023
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Ingår i: Past, Present and Future of Computing Education Research. - : Springer Nature. ; , s. 245-258
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Bokkapitel (refereegranskat)abstract
- A Case Study: The Uppsala Computing Education Research Group (UpCERG)Mats Daniels, Anders Berglund & Arnold Pears ChapterFirst Online: 05 January 2023362 Accesses1 CitationsAbstractComputing Education Research (CER) is a branch of Discipline Based Education Research (DBER) and is a relatively young research area. The Uppsala Computing Education Research Group (UpCERG) can be an example of how this area has evolved from the mid-90s, when the group was started, until today, when CER is an established research area at Uppsala University with a research program and full professors. This case study involves searching for and building a community, formulating frameworks for conducting CER, finding and including methods, theories, and people from other disciplines, and developing relevant research questions for CER. The people in UpCERG represent a wide area of research interests, and the case study illustrates, to a large extent, the development of CER in general. The chapter will relate the UpCERG evolution to the CER field in general.
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| 42. |
- Daniels, Mats, 1956-
(författare)
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Developing and Assessing Professional Competencies: a Pipe Dream? : Experiences from an Open-Ended Group Project Learning Environment
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions. Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice. Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed.The work in this thesis addresses the issue of professional competencies from several angles. The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed. Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence. Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on.The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research. The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given. The framework provides support for relating a theoretical foundation to studies, or development, of learning environments. The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning.The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream. Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose.
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| 43. |
- Daniels, Mats, 1956-, et al.
(författare)
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Engineering Education Research in Practice : Evolving use of open ended group projects as a pedagogical strategy for developing skills in global collaboration
- 2010
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Ingår i: International journal of engineering education. - 0949-149X. ; 26:4, s. 795-806
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Tidskriftsartikel (refereegranskat)abstract
- Globalization presents engineering educators with new challenges as they face the need for graduates who can function comfortably in an increasingly distributed team context which crosses country and cultural boundaries. Scaffolding learners to acquire professional attributes which transcend the solely technical places stress on traditional curriculum models. This paper analyses an Open Ended Group Project Framework (OEGP) situated in an action research program applied within the IT in Society course at Uppsala University. The approach results in conscious evolution of the course as an integral element of its design. It enables flexible planned educational change informed by a combination of learning theories and stakeholder input. In this paper we discuss the role of the research program in addressing the educational challenges we faced assisting students to develop global collaboration skills. The implications of combining this course with one at a partner institution in the USA and developing a global collaboration are also addressed. The paper concludes by summarizing the benefits of adopting an integrated action research and OEGP framework to support flexible course delivery in a global professional engineering context.
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| 44. |
- Daniels, Mats, et al.
(författare)
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Five myths of assessment
- 2004
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Ingår i: Australian Computer Science Communication. ; 26:5, s. 57-61
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes some issues concerning assessment and the corresponding motivation for students to work in a desired manner. The issues came from studying assessment in the Runestone project, but are, as we see them, of general interest. Our findings illustrate the need to not take the effects of assessment, nor what it measures, for granted. It is our intention to promote Computer Science Education research as an essential area for improving our education, in this case by exposing myths about assessment as myths.
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| 45. |
- Daniels, Mats, 1956-, et al.
(författare)
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Inspiring Computational Thinking : A Science Fair Activity
- 2021
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Ingår i: 2021 IEEE Frontiers in Education Conference (FIE). - : Institute of Electrical and Electronics Engineers (IEEE). - 9781665438513
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Konferensbidrag (refereegranskat)abstract
- This Research Full Paper introduces a model for structuring playful, challenge-based learning activities drawing on a process of decontextualisation of a challenge to access its Computational Thinking intellectual and conceptual components and subsequent computationalisation of these components into computational artifacts that are recontextualised to render them attractive and accessible to school pupils. The case study follows a thick description approach to evaluating the engagement potential of the instructional design, as well as the didactic choices made during implementation. We conclude that Bebras cards and Dash robots provide considerable support for a playful engagement with computational concepts and engaging children with different scientific backgrounds in Computational Thinking. In particular, flexibility in how they are used and easy adaptation of challenge level make them useful in contexts with broad participation. Additionally we find that using robots to provide a link between the theoretical presentation of CT in the Bebras card and a physical representation and programming challenge is engaging and helps participants to focus on algorithmic concepts.
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| 46. |
- Daniels, Mats, et al.
(författare)
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Inspiring Computational Thinking : a Science Fair Activity
- 2021
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Ingår i: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
-
Konferensbidrag (refereegranskat)abstract
- This Research Full Paper introduces a model for structuring playful, challenge-based learning activities drawing on a process of decontextualisation of a challenge to access its Computational Thinking intellectual and conceptual components and subsequent computationalisation of these components into computational artifacts that are recontextualised to render them attractive and accessible to school pupils. The case study follows a thick description approach to evaluating the engagement potential of the instructional design, as well as the didactic choices made during implementation. We conclude that Bebras cards and Dash robots provide considerable support for a playful engagement with computational concepts and engaging children with different scientific backgrounds in Computational Thinking. In particular, flexibility in how they are used and easy adaptation of challenge level make them useful in contexts with broad participation. Additionally we find that using robots to provide a link between the theoretical presentation of CT in the Bebras card and a physical representation and programming challenge is engaging and helps participants to focus on algorithmic concepts.
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| 47. |
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| 48. |
- Daniels, Mats, et al.
(författare)
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Runestone, the Story
- 2003
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Ingår i: Grundutbildningsrådets utvecklingskonferens, Gävle.
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Konferensbidrag (refereegranskat)abstract
- Runestone started as a project funded by the Swedish council for renewal of higher education in 1997 and has developed into a major component in an international community of developers and researchers in computer science education. We will here tell its story, or rather one of them.
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| 49. |
- Daniels, Mats, 1956-, et al.
(författare)
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What is Computing Education Research (CER)?
- 2023
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Ingår i: Past, Present and Future of Computing Education Research. - : Springer Nature. ; , s. 9-31
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Bokkapitel (refereegranskat)abstract
- This chapter follows the development of Computing Education Research (CER) from how the CER community emerged from investigating teaching computer science (CS) as a tertiary education subject to becoming a research discipline of its own. Given the rapid growth of Computing as a discipline and the complexity of the research foci aligned with the educational transformation, it is clear that a single definition of CER is not possible. However, taking a historical perspective, including the development of a sense of scholarship, allows us to analyze the focus of CER over time. Furthermore, we will provide an environmental structure for CER that includes the components computing in general, learning and teaching computing, and educational research, to discuss the interaction and overlap between CER and the other aspects of the field of Computing. The concept of scholarship gives a common ground for valuing CER. To that end, we provide a short introduction to scholarship based on a framework developed by Glassick et al. (Scholarship assessed: evaluation of the professoriate. Jossey-Bass, San Francisco, 1997) as a basis for the CER community. Finally, we will reflect on the status of CER as a discipline. In this, we will use some criteria from Fensham (Defining an Identity: The Evolution of Science Education as a Field of Research. Springer Science & Business Media, 2004) for a discipline and provide our assessment of how well CER fulfills these criteria. We argue that CER has matured to be seen as a legitimate research discipline and conclude by relating CER to other examples of Discipline Based Education Research (DBER). The chapter lays the groundwork for some of the remaining chapters by presenting our perspective on influential contributions to the international dialogue concerning the content and structure of CER. The chapter also provides an overview of some attempts to define the field, including significant books about CER, panel sessions at major conferences, taxonomies, and structured literature reviews.
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| 50. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Theorising the role of engineering education for society : Technological activity in context?
- 2019
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Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings. - : American Society for Engineering Education.
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Konferensbidrag (refereegranskat)abstract
- This paper establishes a theoretical position from which to analyse and reason about the difficulties associated with closing the gap between the provision of engineering education in universities and the needs of society. Broadly speaking, the disparity between societal expectations and university graduate profiles highlights that despite achieving success in university; recently graduated engineers are often under-prepared for their initial years in the workplace. Continuing reports of this disparity suggest that current efforts have not succeeded in sufficiently closing this gap. As an antecedent to reforming engineering education policy or advocating a new pedagogical approach, we first theorise the role of engineering education for society. In adopting lessons from the philosophy of technology and how this has influenced the discourse surrounding K-12 technology education, the relationship between technological activity and technological knowledge is considered as a vessel though which to articulate engineering education. Through situating engineering disciplines as different contexts for technology, the need for engineering students to develop an ontological position towards engineering as technological activity, emerges as important. In this view, we hold that a fluid epistemological boundary for engineering disciplines necessitates perspectives on how to enact engineering, as doing engineering in authentic contexts is advocated to support the well-established practices around learning about discipline specific declarative knowledge. The foregrounding of an understanding of engineering as technological activity, founded on (but not limited to) well-established discipline specific knowledge is framed as an 'ontology-based curriculum'. We conclude the paper with a discussion of some of the prevailing challenges to operationalising this conception of engineering education for society.
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