SwePub
Sök i SwePub databas

  Utökad sökning

Träfflista för sökning "WFRF:(Schönborn Konrad 1977 ) "

Sökning: WFRF:(Schönborn Konrad 1977 )

  • Resultat 1-50 av 55
Sortera/gruppera träfflistan
   
NumreringReferensOmslagsbildHitta
1.
  • Flint, Jennifer, 1970-, et al. (författare)
  • Virtual nanoworlds for learning
  • 2020
  • Ingår i: 21st Century Nanoscience – A Handbook. - Boca Raton : CRC Press. - 9780429351631 ; , s. 7-1-7-14
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
  •  
2.
  • Höst, Gunnar, 1976-, et al. (författare)
  • Nano for the Public: An Exploranation Perspective
  • 2020
  • Ingår i: IEEE Computer Graphics and Applications. - 0272-1716 .- 1558-1756. ; 40:2, s. 32-42
  • Tidskriftsartikel (refereegranskat)abstract
    • Public understanding of contemporary scientific issues is critical for the future of society. Public spaces, such as science centers, can impact the communication of science by providing active knowledge-building experiences of scientific phenomena. In contributing to this vision, we have previously developed an interactive visualization as part of a public exhibition about nano. We reflect on how the immersive design and features of the exhibit contribute as a tool for science communication in light of the emerging paradigm of exploranation, and offer some forward-looking perspectives about what this notion has to offer the domain.
  •  
3.
  • Koc-Januchta, Marta, Ph.D. 1977-, et al. (författare)
  • "Connecting concepts helps put main ideas together": cognitive load and usability in learning biology with an AI-enriched textbook
  • 2022
  • Ingår i: International Journal of Educational Technology in Higher Education. - : Springer. - 2365-9440. ; 19:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners’ mental capacities. In a 2-month study we investigated university students’ learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture.
  •  
4.
  • Koc-Januchta, Marta, 1977-, et al. (författare)
  • Engaging With Biology by Asking Questions: Investigating Students’ Interaction and Learning With an Artificial Intelligence-Enriched Textbook
  • 2020
  • Ingår i: Journal of educational computing research (Print). - : Sage Publications. - 0735-6331 .- 1541-4140.
  • Tidskriftsartikel (refereegranskat)abstract
    • Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students’ interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students (n = 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The AI book group (n = 6) interacted with the AI book first followed by the E-book, while the E-book group (n = 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books were automatically logged. Results revealed a learning gain and a similar pattern of feature use across both books. Nevertheless, asking questions with the AI book was associated with higher retention and correlated positively with viewing visual representations more often. Students with a higher intrinsic motivation to know and to experience stimulation perceived book usability more favorably. Interviews revealed that posing and receiving suggested questions was helpful, while ideas for future development included more personalized feedback. Future research shall explore how learning can be benefitted with the AI-enriched book.
  •  
5.
  • Koc-Januchta, Marta, Ph.D. 1977-, et al. (författare)
  • Investigating three types of cognitive load when learning with an AI-enriched biology textbook
  • 2021
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Rapid developments in educational technology awaken hopes for making learning more engaging and effective. At the same time, Cognitive Load Theory stresses limitations of human cognitive architecture and urges developers to design learning tools that help learners optimize their mental capacities. In a 1.5-month long study we investigated tertiary students’ use of an AI-enriched digital biology book comprising a 5000-concept knowledge base and algorithms that offer the possibility to ask questions and receive answers. Our aim was to identify and investigate differences between three types of cognitive load (CL), namely, intrinsic (ICL), germane (GCL) and extraneous (ECL), as well as their correlation with learning gain and usability perception. Findings show that non-optimal design, which draws learners’ cognitive resources from the task is linked with a lower learning gain and user satisfaction. The study contributes to new approaches on differentiating between cognitive load types and their relationship with learning from digital tools. The findings also emphasize the importance of optimally designing emerging educational technologies. 
  •  
6.
  • Koc-Januchta, Marta, Ph.D. 1977-, et al. (författare)
  • “Too many things to remember”: Cognitive load and usability when learning biology with an AI-textbook
  • 2021
  • Ingår i: ESERA 2021 - Fostering scientific citizenship in an uncertain world.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Rapid developments in educational technology awaken hopes for making science education more engaging and effective for learners. Cognitive Load Theory stresses limitations of human cognitive architecture and urges developers to design learning tools that help learners optimize their mental capacities. In a 1.5-month study we investigated university biology students’ use of an AI-enriched digital biology book comprising of a 5000-concept knowledge base and algorithms that offer the possibility to ask questions and receive answers. Our aim was to identify and investigate differences between three types of cognitive load (CL), namely, intrinsic (ICL), germane (GCL) and extraneous (ECL), as well as their correlation with usability perception and learning gain. Findings show that non-optimal design (increase in ECL), which draws learners’ cognitive resources from the task is linked with a lower learning gain and a lower usability perception (e.g. satisfaction). The results contribute to research on differentiating three types of cognitive load and their relationship with usability and learning biology from digital tools. The findings also emphasize the importance of optimally designing emerging educational technologies, especially in the context of complex science topics.
  •  
7.
  • Larsson, Andreas, 1977-, et al. (författare)
  • Heat Angels and Paper Cups: Pupils’ Use of Metaphoric Relations When Engaging Thermal Cameras to Investigate Heat
  • 2019
  • Ingår i: Bridging Research and Practice in Science Education. Contributions from Science Education Research, vol 6.. - Cham : Springer. - 9783030172183 - 9783030172190 ; , s. 74-89
  • Bokkapitel (refereegranskat)abstract
    • Thermal science is a perennial obstacle for learners. Infrared camera technology provides an opportunity for pupils to confront challenging thermal ideas. From an embodied cognition perspective, sensory experiences form metaphoric relations that underpin conceptualisation and reasoning about abstract scientific phenomena. This study investigated eight groups of fourth grade pupils’ use of metaphoric relations when engaging thermal cameras to explore “heat” at a science centre. Pupils were videorecorded while collaboratively exploring thermal properties of the surroundings and during a thermos modelling exercise. Qualitative metaphor analyses of pupils’ dialogue and behaviour revealed various metaphoric and metonymic relations around spatial properties, colour, movement and change in their conceptualisation of thermal phenomena. “Heat” was almost exclusively conceptualised as a noun, manifested in utterances such as “harder for the heat to escape” and “it wants to get yellow”. In addition, pupils used colour as both a metonym and metaphor for heat and temperature. Expressions of heat as an entity were closely related to experiences of movement, indicating that spatial cognition is central to children’s conceptualisation of heat. Engagement with the cameras provided access to thermodynamic phenomena through unique sensory and nonsensory experiences. Future research will explore how these metaphoric relations can be exploited as a meaning-making resource in the classroom.
  •  
8.
  • Larsson, Andreas, 1977- (författare)
  • Metaphor in Mind : Programming Teachers' Knowledge and Beliefs in Action
  • 2023
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Programming has become an integral component of technology education around the world and is an important part of Swedish curriculum reform and classroom teaching. This thesis aims to explore relations between programming teachers' knowledge and beliefs about programming teaching and how it is enacted in their practice. In response, three studies were designed to investigate teachers' knowledge on three analytical levels: metaphorical expression, meaning, and understanding. The research relies heavily on triangulation and draws on Conceptual Metaphor Theory (CMT) and the Refined Consensus Model (RCM) for Pedagogical Content Knowledge (PCK) as an analytical framework. Data consists of metaphorical expressions in four educational texts, three classroom observations and interviews, and eighteen online video clips. Metaphors were analysed by deploying the Metaphor Identification Procedure (MIP), Metaphor Identification Guidelines for Gesture (MIG-G), and Procedure for Identifying Metaphorical Scenes (PIMS), respectively. Study 1 revealed that programming metaphors (designated in uppercase) can be categorised as being either related to the function (e.g., PROGRAMMING IS BUILDING, or DATA IS A PHYSICAL OBJECT) of the computer, or the intention of the programmer (e.g., "jump between code lines", or "tell the system that..."). In addition to confirming that many of the metaphors in Study 1 are employed in classroom teaching, Study 2 shows the teachers use of metaphor in gestures when teaching programming. For example, a teacher might hold an "object" while speaking about a programming concept, and thereby expose the use of the metaphor A PROGRAMMING CONCEPT IS A PHYSICAL OBJECT. The study also found that the teachers frame their teaching in relation to building, instructing, mentoring, and problem solving. Study 3 explored spatiality of a teacher’s metaphorical expressions. Findings illuminated that the teacher’s utterances rarely display connections between programming concepts and spatiality. Overall, the thesis identifies key metaphors contained in texts, speech, and gestures in the programming classroom. The research also shows how the teachers enact teaching differently, thus implying salient connections between their knowledge, beliefs, and action.
  •  
9.
  • Lundin Palmerius, Karljohan, 1977-, et al. (författare)
  • Visualizing and Exploring Heat in a Science Center
  • 2022
  • Ingår i: Thermal Cameras in Science Education. - Cham, Schweiz : Springer. - 9783030852870 - 9783030852900 - 9783030852887 ; , s. 187-203
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Recent research shows that infrared cameras can help students visualize and interpret notoriously challenging thermal concepts. This chapter describes the application of thermal visualization in a public setting. Specifically, we present the design and implementation of an augmented reality system for the real-time projection of thermal imagery onto objects. Examples of hands-on activities for visualizing thermal processes with the system include conduction and insulation, rubber band thermodynamics, friction, impact heating, enthalpy of chemical reactions, radiation wavelength, mixing liquids, and heat of evaporation. We discuss how the interactive activities might provide pedagogical opportunities for accessing and engaging with thermal phenomena in a science center context. Practical considerations of the system for public exhibition spaces are also given attention.
  •  
10.
  • Schönborn, Konrad, 1977-, et al. (författare)
  • Development of an interactive immersion environment for engendering understanding about nanotechnology: concept, construction, and implementation
  • 2016
  • Ingår i: Web Design and Development: Concepts, Methodologies, Tools, and Applications. - Hershey, PA : IGI Global. - 9781466686199 - 1466686197 - 9781466686205 ; , s. 519-536
  • Bokkapitel (refereegranskat)abstract
    • The advent of nanoscientific applications in modern life is swiftly in progress. Nanoscale innovation comes with the pressing need to provide citizens and learners with scientific knowledge for judging the societal impact of nanotechnology. In rising to the challenge, this paper reports the developmental phase of a research agenda concerned with building and investigating a virtual environment for communicating nano-ideas. Methods involved elucidating core nano-principles through two purposefully contrasting nano “risk” and “benefit” scenarios for incorporation into an immersive system. The authors implemented the resulting 3D virtual architecture through an exploration of citizens' and school students' interaction with the virtual nanoworld. Findings suggest that users' interactive experiences of conducting the two tasks based on gestural interaction with the system serve as a cognitive gateway for engendering nano-related understanding underpinning perceived hopes and fears and as a stimulating pedagogical basis from which to teach complex science concepts.
  •  
11.
  • Besançon, Lonni, et al. (författare)
  • Exploring and Explaining Climate Change: Exploranation as a Visualization Pedagogy for Societal Action
  • 2022
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Engaging mass audiences with crucial societal issues, such as cli-mate change, can be provided through interactive exhibits designed around the paradigm of exploranation. We present example inter-active installations in the newly founded Wadstr¨oms Exploranation Laboratory that explain various aspects of climate change while allowing public participants to explore the real scientific data. We describe how effects and causes of climate change can be communi-cated by two of the installations that allow for interactive opportuni-ties to explore the underlying data while gaining insight into climate change sources and effects. We close with implications for future work on exploranation as an emerging visualization pedagogy in public spaces.
  •  
12.
  • Dolo, Gilbert, et al. (författare)
  • Thermal Cameras as a Semiotic Resource for Inquiry in a South African Township School Context
  • 2018
  • Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 10:1, s. 123-134
  • Tidskriftsartikel (refereegranskat)abstract
    • Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.
  •  
13.
  • Frejd, Johanna, 1986- (författare)
  • Encountering Evolution : Children's Meaning-Making Processes in Collaborative Interactions
  • 2019
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes.The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities.The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children’s meaning making and enables them to discuss evolution and “do science”.The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child–adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child–child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be “scientifically correct”. However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing.Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children’s meaning making and how science is done.
  •  
14.
  • Frejd, Johanna, 1986-, et al. (författare)
  • Making a fictitious animal : 6-7 year-old Swedishchildren’s meaning making about evolution duringa modelling task
  • 2022
  • Ingår i: Journal of Biological Education. - : Taylor & Francis Group. - 0021-9266 .- 2157-6009. ; 56:3, s. 323-339
  • Tidskriftsartikel (refereegranskat)abstract
    • Whereas previous studies show that children are able to make meaningabout evolutionary concepts within read-aloud contexts, little is knownabout how semiotic resources and interaction influence children’s meaningmaking about evolution. This study investigates children’s meaning makingabout evolutionary concepts during a modelling activity conducted after aninteractive storybook read-aloud describing the evolution of a foraging traitof a fictitious mammal (the pilose). Forty children (13 groups) were videotapedas they produced a clay pilose model, while explaining how theythought their pilose would appear after inhabiting a ‘future’ environment(mountainous, snowy or forest). A multimodal analysis focused on howchildren demonstrated their meanings of seven evolutionary conceptsdescribed in the book. An eighth concept, ‘adaptation to environment’,was also often discussed. While all eight concepts emerged, the mostfrequent concerned survival and adaptation. The eighth concept appearedto serve as a synthesis of children’s interpretation of the storybook thathighlighted the visible consequences of evolution. The children engagedfive interactional resources, dominated by the interactional resource ofcommunicating the concepts in direct relation to their produced pilosemodels. The findings shed light on how children’s representational andrelational practices impact making meaning about evolution.
  •  
15.
  • Gudmann Knutsson, Sophie, 1989-, et al. (författare)
  • Public Perceptions of Waste Management in Sri Lanka : A Focus Group Study
  • 2021
  • Ingår i: Sustainability. - Basel, Switzerland : MDPI. - 2071-1050. ; 13:23
  • Tidskriftsartikel (refereegranskat)abstract
    • The prevention, reduction, recycling and reuse of waste is promoted by the United Nation’s 2030 Agenda for Sustainable Development, but many countries lack both necessary resources and infrastructure for sound waste management. While literature pinpoints the need for an engaged public and suggests a range of factors and supportive actions that may impact citizens’ waste behaviour, qualitative in-depth studies for engaging in waste management practices remain scarce. This study aimed to investigate perceptions of waste management and underlying behaviours for waste practices in the context of household waste management in Sri Lanka. Six focus group interviews were held with 23 residents across 6 regions in Sri Lanka. A thematic analysis of the interview transcripts revealed perceptions of four waste management systems, together with five motivational aspects of waste practices in urban, suburban, and rural areas. The analysis further considers how the motivational aspects are interlinked with practices within citizens’ perceived systems. In addition to the novel thematic contribution to the field, the findings can be used as a foundation to inform strategies to communicate with selected target audiences about their local challenges for sustainable waste management practices, in an attempt to influence citizen behaviours.
  •  
16.
  • Göransson, Andreas C., 1975- (författare)
  • Crossing the threshold : Visualization design and conceptual understanding of evolution
  • 2021
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The theory of evolution is considered the unifying theory of biology. An accurate understanding of evolution is vital both for the understanding of diverse topics in biology, but also for societal issues such as antibiotic resistance or biodiversity. In contrast, decades of research in science education have revealed that students have difficulties to accurately understand evolutionary processes such as mutation and natural selection. The majority of this research relies on a conceptual framework of so-called key concepts (variation, selection, inheritance), derived from scholarly descriptions of natural selection. Recent research suggests that non-domain specific concepts such as randomness, probability, spatial and temporal scales, so called threshold concepts, are important for evolution understanding in addition to the key concepts. Thus, many important elements of evolutionary theory are counter-intuitive or lie outside direct perception. Hence, representations such as visualizations, models and simulations are considered to be important for teaching and learning evolution. While the importance of visualizations is generally acknowledged for science education, less is known about how visual design can facilitate students understanding of threshold concepts, such as random mutations or spatial scales.This thesis uses the Model of Educational Reconstruction (MER) as the guiding framework for exploring the significance of threshold concepts by analysing the conceptual content of students’ explanations and extant visualizations of natural selection. MER combines scientific content with teaching and learning perspectives for the analysis and design of learning environments. Content analysis of visualizations available online showed that most fail to fully represent the basic principles of natural selection (variation, selection and inheritance). Moreover, the representational potential of visualizations was seldom used to represent threshold concepts such as randomness in origin of variation. Visualizations were also biased to animals as the context of evolution. Similarly, upper-secondary and tertiary students’ explanations of natural selection were seldom complete in terms of the basic principles and threshold concepts such as randomness were often lacking. Especially significant was the almost complete lack of randomness in upper-secondary students’ explanations. In addition, threshold concepts were context-sensitive across the items used (bacteria, cheetah and salamander), for example spatial scale and randomness was significantly more common in responses to the bacteria item compared to the cheetah and salamander items. Considering the results from these studies, three interactive visualizations were developed (evolution of antibiotic resistance and fur colouration in mice). The visualization design was conducted iteratively following a Design-Based Research approach and evaluated in classroom settings in secondary and upper-secondary Swedish schools. The results showed that visualizations targeting randomness and genetic level events such as mutations can guide students towards a more scientific conception of natural selection. However, there were differences across the visualizations and student samples. In addition, while students often inferred randomness from the visuals, the results showed that integration of randomness into explanations of natural selection may be challenging. Hence, future research should explore the role of guidance and reflection for students understanding of randomness.  The thesis also discusses the role of students’ intuitive conceptions in relation to the use of interactive visualizations and how these preconceptions interact with the presented message. By using the theory of frame semantics, framing effects and conceptual integration, students’ issues of achieving an accurate understanding of evolution are discussed in relation to the theory of conceptual change. Implications for teaching and learning natural selection as well as visualization design for learning are also discussed.
  •  
17.
  • Göransson, Andreas C., 1975-, et al. (författare)
  • Towards defining success factors for school visits to digital science centers
  • 2023
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • School visits to science centers can provide valuable opportunities for pupils to engage with science content and practices different from the traditional classroom and raise pupils' interest in science and science careers. Teachers play a key role in the success of a visit by linking to classroom practice. Unfortunately, visits tend to be viewed as an isolated experience by teachers and pupils, wherein pre- and post-visit activities that actively integrate the visit into classroom practice are often lacking. While many science centers offer suggestions for such pre- and post-visit activities, teachers do not typically take advantage of them. Thus, it is imperative to explore teachers’ views on successful visits and barriers that may influence the experience for pupils. As part of a larger research project on success factors for school visits to science centers, we examined teachers views on success factors, motivations and barriers to visiting a digital science center in Sweden. Based on interviews and the accompanying literature, a questionnaire was developed and distributed to teachers in local compulsory schools. Responses from 50 teachers revealed that the most important success factors were a well-prepared program, that the content is conveyed visually, that the visit induces pupils’ curiosity, and that the activities are linked to the curriculum. Teachers most common motives for visiting were that it offers a unique experience from the classroom, that the visit is free and that the program considers pupils’ needs. The majority of the teachers conducted no or limited pre- and post-visit activities, although the science center offers lesson plans linked to the visit. Main obstacles to visits included public transport costs for suburban and rural area schools. Our results suggest that the design of a visit should also consider and support the practical constraints for teachers and schools. 
  •  
18.
  • Haglund, Jesper, 1973-, et al. (författare)
  • Conclusions and future outlook
  • 2022
  • Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 205-210
  • Bokkapitel (refereegranskat)abstract
    • The aim of this book project was to bring together international educators, researchers and practitioners on the use of Thermal Cameras in Science Education. The outcome was a collection of chapters describing the physics behind thermal cameras, empirical studies on their use in educational settings, and examples of their practical use for teaching.
  •  
19.
  • Haglund, Jesper, 1973-, et al. (författare)
  • Introduction
  • 2022
  • Ingår i: Thermal cameras in science education. - Cham : Springer. - 9783030852887 ; , s. 1-3
  • Bokkapitel (refereegranskat)abstract
    • Studying thermal phenomena involves exploring physical processes beyond what we can see. Central concepts in thermal science, such as energy, heat and temperature are not visible to the naked eye. These concepts permeate physics, chemistry, and biology as scientific areas of study, but also teaching of the corresponding subjects at multiple levels of education. As witnessed in the educational research literature through decades, learning thermal concepts continues to be a significant obstacle in science teaching across the world.
  •  
20.
  • Hallström, Jonas, Professor, 1969-, et al. (författare)
  • Authenticity in Integrated STEM Education – Boon or Fantasy? : Observing Upper Secondary Technology Classroom Practice
  • 2023
  • Ingår i: Pupils’ Attitudes Towards Technology (PATT) 40. - Liverpool : Liverpool John Moores University. ; , s. 397-404, s. 397-404
  • Konferensbidrag (refereegranskat)abstract
    • Engineering design and technological modelling have been argued as valid premises from which to increase authenticity, relevance and create bridges between the STEM disciplines while maintaining subject integrity. Previous research indicates that projects which emulate how engineers work has the potential of both integrating STEM disciplines and being authentic. At the same time, earlier research also cautions that few integrated STEM projects consider students’ interests and their everyday contexts. The aim of this study is to investigate the implementation of an integrated STEM project in the Technology Programme at a Swedish upper secondary school. The studied STEM project involves students’ designs for improving their physical school environment in terms of well-being, feasibility, and sustainability. Data collection consisted of participatory observations, as well as teacher and student interviews. The results are presented in terms of three themes, namely (1) cooperation and real-life application are fundamental for authentic learning; (2) using models and modelling for communicating design ideas are central to authentic technology and engineering; and (3) integration of STEM content and methods do not draw on all four disciplines. It is concluded that there might be easily accessible pathways to promote integrated STEM and authenticity, such as utilizing the school environment as a starting point. However, formally implementing authentic practices remain a challenge even though a majority of teachers are enthusiastic about real-world relevance in design projects. Integrated STEM in the design project mostly included technology and engineering content, and aspects of science and mathematics albeit to a lower degree, which made simultaneous integration of all STEM disciplines a challenging task.
  •  
21.
  • Hallström, Jonas, 1969-, et al. (författare)
  • Commentary: Models and modelling for authentic STEM education: reinforcing the argument
  • 2019
  • Ingår i: International Journal of STEM education. - : Springer. - 2196-7822. ; 6
  • Tidskriftsartikel (refereegranskat)abstract
    • This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authenticity, models and modelling, and STEM education. The implications of the synthesis are as follows: authenticity must be viewed as a cornerstone of STEM literacy; models and modelling processes can bridge the gap between STEM disciplines through authentic practices; models and modelling should be used as a means to promote STEM literacy and the transfer of knowledge and skills between contexts, both in and out of the STEM disciplines; modelling activities can serve as a meaningful route toward authentic STEM education; teaching authentic modelling processes must be rooted in explicit and tested frameworks that are based on the practice of the STEM disciplines; and, authentic STEM education should be driven by developing interaction between STEM subjects in parallel with maintaining the integrity of each subject. If this vision is to be reinforced, it is of utmost importance that implementing any model-based authentic educational activities are underpinned by evidence-based frameworks and recommendations for teaching practice. It is therefore imperative that intended model-based pedagogies for STEM education classrooms are further researched, in order to contribute to an integrated STEM literacy.
  •  
22.
  • Hallström, Jonas, 1969-, et al. (författare)
  • International Views of Authenticity in Integrated STEM Education
  • 2022
  • Ingår i: PATT 39: PATT on the Edge Technology, Innovation and Education. - St. John's. - 9780889015050 ; , s. 394-399, s. 394-399
  • Konferensbidrag (refereegranskat)abstract
    • Integrated STEM education aims for teaching and learning that goes beyond the individual disciplines of science, technology, engineering, and mathematics. Although authenticity is a widely used term in the literature, little is known about the meaning and application of the concept. The aim of this study is to systematically explore international views of authenticity in integrated STEM education. An online survey was responded to by twenty-eight experienced researchers and practitioners in science, technology, engineering, mathematics as well as related educational disciplines from around the world. We labelled the acquired participants the STEM expert panel, with expertise in STEM education, curriculum development, and the STEM root disciplines. The STEM expert panel responded to three open-ended questions that probed their opinions concerning opportunities and limitations of integrating the STEM disciplines. Data were analysed thematically and iteratively to reveal salient categories of authenticity. In terms of findings, views included three overarching themes. Firstly, experts opined that integrated STEM education requires authentic, real-world problems that support innovative and critical thinking capabilities in students. Secondly, real-world STEM education scenarios are in the panel’s view primarily technology and engineering based. Thirdly, model-based integrated STEM education approaches provide opportunities to include real-life solutions and genuine problem solving that are not otherwise possible. Consequently, what is meant by authenticity and authentic learning was addressed, not for whom something is authentic. Findings also suggest that although the international STEM experts often foregrounded ‘S’ and ‘M’ principles in their descriptions of STEM education, the ‘T’ and ‘E’ emerged as fundamental to implementing authenticity. Thus, the panellists viewed technology and engineering as providing authentic contexts that act as bridges between school and real-world settings.
  •  
23.
  • Hallström, Jonas, 1969-, et al. (författare)
  • Models and modeling in STEM education: nature, roles, and implementation
  • 2023. - 4
  • Ingår i: International Encyclopedia of Education. - London : Elsevier Science. - 9780128186299 ; , s. 112-116
  • Bokkapitel (refereegranskat)abstract
    • This article elaborates the key aspects of the nature, roles, and implementation of models and modeling in STEM education. Regarding nature, although models and modeling differ between the STEM subjects there are also similarities, for example, concerning visual models and representations. The roles of models in the STEM subjects are dominated by conceptual models, while in technology/engineering manipulation of physical models is also important. Furthermore, common to all STEM subjects is the construction, evaluation, revision and (re-)use of models. Concerning the implementation of models and modeling in STEM education, evidence points to the relevance of including modeling in authentic engineering activities.
  •  
24.
  • Höst, Gunnar E., 1976-, et al. (författare)
  • Methods for investigating students’ learning and interaction with a haptic virtual biomolecular model
  • 2010
  • Ingår i: Contemporary Science Education Research: International Perspectives. - Ankara : Pegem Akademi. - 9786053640318 ; , s. 115-121
  • Konferensbidrag (refereegranskat)abstract
    • Although immersive haptic virtual technologies are emerging rapidly in modern education, few methods exist for delivering data on the pedagogical merits of such models in the molecular life sciences. This paper reports on a selection of methods that we have used to obtain and analyse data on students’ learning and interaction with a haptic virtual model of protein-ligand docking, previously designed by author PBP. The methods have been developed and employed during four consecutive years in which the model has been part of an advanced biomolecular interactions course. In this regard, we present data-collection methods that include written items, interviews, think-aloud tasks and automated time-stamped logs and, corresponding quantitative and qualitative analytical procedures such as pre/posttest statistical comparisons, word usage analysis and, visualised profiling of students’ interaction with the model. Our results suggest that these methods are useful for generating valuable information on students’ learning gain, changes in conceptual understanding, reasoning processes and patterns of interactivity with the model. Dissemination of such methods could provide an empirical contribution to the dearth of research instruments in this domain. Future research will develop these methodologies to explore the relationship between using the model and students’ conceptual and embodied learning.
  •  
25.
  • Höst, Gunnar, 1976-, et al. (författare)
  • Visual images of the biological microcosmos : Viewers’ perception of realism, preference, and desire to explore
  • 2022
  • Ingår i: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
  • Tidskriftsartikel (refereegranskat)abstract
    • Visual images are crucial for communicating science in educational contexts and amongst practitioners. Reading images contributes to meaning-making in society at large, and images are fundamental communicative tools in public spaces such as science centers. Here, visitors are exposed to a range of static, dynamic, and digital visual representations accessible through various multimodal and interactive possibilities. Images conveying scientific phenomena differ to what extent they represent real objects, and include photographs, schematic illustrations, and measurement-based models. Depicting realism in biological objects, structures and processes through images differs with respect to, inter alia, shading, color, and surface texture. Although research has shown that aspects of these properties can both potentially benefit and impair interpretation, little is known about their impact on viewers’ visual preference and inclination for further exploration. Therefore the aim of this study is to investigate what effect visual properties have on visitors’ perception of biological images integrated in an interactive science center exhibit. Visitors responded to a questionnaire designed to assess the impact of three indicators of realism (shading, color, and surface texture) and biological content (e.g., cells and viruses) on participants’ preferences, perceptions of whether biological images depicted real objects, and their desire to further explore images. Inspired by discrete choice experiments, image pairs were systematically varied to allow participants to make direct choices between images with different properties. Binary logistic regression analysis revealed that the three indicators of realism were all significant predictors of participants’ assessments that images depict real objects. Shadows emerged as a significant predictor of preference for further exploration together with the presence of cells in the image. Correlation analysis indicated that images that were more often selected as depicting real objects were also more often selected for further exploration. We interpret the results in terms of construal level theory in that a biological image perceived as a realistic portrayal would induce a desire for further exploration. The findings have implications for considering the role of realism and preference in the design of images for communicating science in public spaces.
  •  
26.
  • Höst, Gunnar, 1976-, et al. (författare)
  • What Biological Visualizations Do Science Center Visitors Prefer in an Interactive Touch Table?
  • 2018
  • Ingår i: Education Sciences. - Basel, Switzerland : MDPI. - 2227-7102. ; 8:4
  • Tidskriftsartikel (refereegranskat)abstract
    • Hands-on digital interactivity in science centers provides new communicative opportunities. The Microcosmos multi-touch table allows visitors to interact with 64 image “cards” of (sub)microscopic biological structures and processes embedded across seven theme categories. This study presents the integration of biological content, interactive features and logging capabilities into the table, and analyses visitors’ usage and preferences. Data logging recorded 2,070,350 events including activated category, selected card, and various finger-based gestures. Visitors interacted with all cards during 858 sessions (96 s on average). Finger movements covered an average accumulated distance of 4.6 m per session, and about 56% of card interactions involved two fingers. Visitors made 5.53 category switches per session on average, and the virus category was most activated (average 0.96 per session). An overall ranking score related to card attractive power and holding power revealed that six of the most highly used cards depicted viruses and four were colourful instrument output images. The large finger traversal distance and proportion of two-finger card interaction may indicate the intuitiveness of the gestures. Observed trends in visitor engagement with the biological visualizations are considered in terms of construal level theory. Future work will examine how interactions are related to potential learning of biological content.
  •  
27.
  •  
28.
  • Lundin Palmerius, Karljohan, 1977-, et al. (författare)
  • An Analysis of the Influence of a Pseudo-haptic Cue on the Haptic Perception of Weight
  • 2014
  • Ingår i: Haptics: Neuroscience, Devices, Modeling, and Applications. - Berlin, Heidelberg : Springer. ; , s. 117-125
  • Konferensbidrag (refereegranskat)abstract
    • Haptics provides powerful cues about forces but cannot easily be integrated in all relevant applications, such as education. Pseudo-haptic cues, visual information that simulate haptic sensations, have been raised as an alternative. It is, however, largely unknown how (or even if) pseudo-haptic cues are perceived by the haptic sensory modality. In this paper we present an approach that applies theories on multimodal integration to testing if a pseudo-haptic cue is triggering haptic perception. This approach is subsequently applied in designing an experiment that tests a pseudo-haptic cue based on a visual force-causes-displacement metaphor, similar to a rubber band.
  •  
29.
  • Lundin Palmerius, Karljohan, 1977-, et al. (författare)
  • Visualization of Heat Transfer Using Projector-Based Spatial Augmented Reality
  • 2016
  • Ingår i: Augmented Reality, Virtual Reality, and Computer Graphics. - Cham : Springer. - 9783319406206 - 9783319406213 ; , s. 407-417
  • Konferensbidrag (refereegranskat)abstract
    • Thermal imaging cameras, commonly used in application areas such as building inspection and night vision, have recently also been introduced as pedagogical tools for helping students visualize, interrogate and interpret notoriously challenging thermal concepts. In this paper we present a system for Spatial Augmented Reality that automatically projects thermal data onto objects. Instead of having a learner physically direct a hand-held camera toward an object of interest, and then view the display screen, a group of participants can gather around the display system and directly see and manipulate the thermal profile projected onto physical objects. The system combines a thermal camera that captures the thermal data, a depth camera that realigns the data with the objects, and a projector that projects the data back. We also apply a colour scale tailored for room temperature experiments.
  •  
30.
  • Norström, Per, 1971-, et al. (författare)
  • Increasing Authenticity in Pre-College Software Engineering Education through Role-Play
  • 2024
  • Ingår i: 2024 ASEE Annual Conference & Exposition. - Washington D.C. : The American Society for Engineering Education.
  • Konferensbidrag (refereegranskat)abstract
    • Contemporary secondary technology education often does not mirror engineering practice. Whilethere is much rhetoric on the need for promoting active, authentic, and real-world professionalexperiences in upper secondary school, most technology education teaching remains traditional,and teacher centered. This study investigates the affordances for authenticity of role-play-basedproject work in a Swedish upper secondary software engineering course. The project requiredstudents (aged 17–18) to assume the role of software engineer employees at a web-designbusiness with the task of creating a website for a gaming company, where the course instructorassumed the role of the web business owner. The six-week project included the formulation of adesign plan, back-end programming, developing and refining the design and layout, adjustingcontent for accessibility, and publication of the web site. Inductive analysis of observations fromthe unfolding role-play in five student groups (total 22 students), and interviews with fourstudents and the teacher exposed salient themes related to authenticity of the role-play-basedproject exposed within teacher-student interactions and student intragroup interactions. Teacherstudent interactions revealed that the teacher exhibited various roles in the project, initially actingas a customer but also the responsibilities of a boss and a teacher-mentor. In the latter instance,students perceived the project as more school-oriented than authentic, expressing a preference foran external customer, and at the same time, the teacher tried to align the task with the project’scurriculum requirements. Student intragroup interactions showed that despite highly varied roles,students felt that their assigned roles enhanced the authenticity of their experience, although theywere unaware of what a real scenario might entail. Successful students emphasized theimportance of structured work and clear responsibilities to meet the project goal. The findingsshow that while role-playing is not necessarily always equivalent to reality, it was viewed as afulfilling and situated learning experience that simulated a real-world scenario, but which reliedon mutual confidence and responsibility between the role-players. Future work will combine thefindings with existing frameworks of authenticity to inform the development of role-playscenarios in upper secondary engineering education. 
  •  
31.
  • Otterborn, Anna, 1961- (författare)
  • Datorplattor i en förskolekontext : med fokus på teknikundervisning inklusive programmering
  • 2020
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Society has undergone major and revolutionary changes in a relatively short time, where the individual is surrounded by and has become increasingly dependent on digital technology and programmed objects. The availability of digital tools such as digital tablets (e.g. iPads) has increased significantly in the Swedish preschool, even though research in this area is limited.It is therefore of utmost importance to examine how teachers use digital tablets to support children's learning, both in general but also in relation to technology education, where the latter also includes computer programming. This thesis intends to contribute to such an examination in the form of two studies.In study 1, an online survey was used that consisted of 26 questions that were sent across Sweden and in which 327 respondents participated. Questions were posed about how teachers work with digital tablets together with preschool children. Specifically, the following research questions were raised: What educational activities with digital tablets do teachers engage in Swedish preschools? What are teachers’ views of the educational benefits and disadvantages of using digital tablets in teaching? and, What are teachers’ recommendations for using digital tablets in their teaching practice?In study 2, another online survey was developed based on the findings from study 1 and contained 16 questions that resulted in 199 responses from across Sweden. In study 1, teacher responses around programming proved prominent, which study 2 aimed to explore more deeply. Therefore, the survey questions adopted in the second study probed how preschool teachers implemented programming activities during preschool teaching.Results from the two studies showed that despite a lack of competence, equipment and support from school leadership, numerous teachers often develop and use their own initiative to integrate digital tablet and programming activities in preschool. Teachers communicated several advantages of programming activities with respect to children's learning, aspects that were linked to the notions of 21st century skills and computational thinking. When it comes to methods for designing and implementing activities in practice, several connections to Papert's constructionism were seen as meaningful for the children, where activities contained a large degree of project based work with room for promoting children's agency. The results of the research clearly indicates that solid teacher-initiated work with digital tools as pedagogical resources is underway in earnest across Swedish preschools.In order to realize the advantages of teachers’ development of digital tablet activities for learning, teachers must be provided with prerequisite support necessary for an optimal integration of digitization tools into preschool education. In this regard, teachers should be offered competence development, as well as time for effective implementation, planning and follow-up. Access to appropriate digital tools is also a proviso for realizing this mandate. Increased collaboration between school managers and teachers would also further steer such initiatives in a positive pedagogical direction.
  •  
32.
  • Otterborn, Anna, 1961- (författare)
  • Det bästa av två världar : Förskollärares arbete med digitala och analoga resurser i förskolans STEM-undervisning
  • 2023
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Den här avhandlingen undersöker hur erfarna förskollärare integrerar digitala och analoga verktyg i sin undervisning. Avhandlingen fokuserar på så kallad STEM-undervisning där ämnesområdena naturvetenskap (science), teknik (technology), ingenjörsvetenskap (engineering) och matematik (mathematics) integreras. Avhandlingens resultat bygger på fyra studier där empiriskt material genererades från online-enkäter, intervjuer och dokumentation av STEM-undervisning där digitala verktyg användes av förskollärarna. Artikel I redogör för en online-enkätstudie som syftade till att beskriva hur datorplattor används för att stödja förskolans lärande både generellt och med särskilt fokus på teknikundervisning. I Artikel II fördjupas resultat från studie I en online-enkät med fokus på hur förskollärare implementerar programmeringsaktiviteter i sin pedagogiska praktik. Artikel III, som baseras på semi-strukturerade intervjuer, studerar hur erfarna förskollärare integrerar digitala verktyg när de undervisar i naturvetenskap. I artikel IV fördjupas resultaten från studie III genom recall intervjuer och analyser av insamlad dokumentation av de naturvetenskapliga aktiviteterna. Avhandlingens övergripande resultat visar att förskollärarna hanterar uppdraget att digitalisera förskolans undervisning genom att kombinera digitala och analoga verktyg för att erbjuda innovativ och multidimensionell undervisning där läroplanens grundläggande värderingar är i fokus. Till exempel sätts barns perspektiv, intressen och aktörskap i förgrunden genom att digitala och analoga verktyg kombineras för att komplettera barns olika sätt att lära.  Förskollärarna ser analoga resurser som grundläggande och de digitala verktygen som kompletterande och förstärkande. Inom naturvetenskapsundervisningen används de digitala verktygen målmedvetet för att utvidga en redan multidimensionell undervisning och för att erbjuda olika vägar för kreativa utforskningar. Programmeringsaktiviteterna som förts in verksamheten beskrivs ofta som didaktiska redskap för att utveckla barns generiska färdigheter och kompetenser. Den arbetsgemenskap som lärarna arbetar inom visar sig vara betydelsefull för hur, och om, digitaliseringsinitiativ blir genomförda eftersom rutiner och rådande epistemologiska föreställningar inom arbetsgemenskapen inverkar på vad som faktiskt blir möjligt att genomföra Avhandlingens resultat visar sammanfattningsvis hur en digitaliserad undervisning kan tänja på gränserna för en redan etablerad multidimensionell pedagogisk praktik inom förskolans STEM-undervisning när lärare har kunskap, resurser och intentioner att på ett meningsfullt sätt implementera detta.
  •  
33.
  • Otterborn, Anna, 1961-, et al. (författare)
  • Exploring the use of digital tablets in preschool technology and science education
  • 2017
  • Ingår i: PATT 34, 2017, Conference Program. - Philadelphia, PA, USA.
  • Konferensbidrag (refereegranskat)abstract
    • The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy skills, as well as improve student collaboration. Society is becoming increasingly digitized and the Swedish preschool curriculum includes technology and science as priority areas of learning. Preschool teachers’ knowledge is of utmost importance in helping carrying out this mandate. Since there have been few studies on the use of digital tablets in preschool technology and science education in a Swedish context, there is an urgent need to explore the role and influence of digital tools as teaching tools, in an effort to exploit the potential pedagogical opportunities offered by digital technology. The current study investigates what features and aspects of digital tablet technology preschool teachers use to teach technology and science in preschools. Preschool educators throughout Sweden responded to an online survey consisting of 20 closed and 6 open items that probed teachers’ use of digital tablets. Results show that programming, invention, construction, creation, entrepreneurship and designing with the support of digital tablets are emerging technology education activities in preschool. This finding is in line with a revised Swedish curriculum to be completed in 2018. Teacher scaffolding in conjunction with different digital tablet applications could help to develop children’s ability and confidence to invent, program, create and design. Future work will consist of conducting interviews with preschool teachers to obtain a deeper understanding of the themes that emerged from the survey.
  •  
34.
  • Otterborn, Anna, 1961-, et al. (författare)
  • Implementing Digital Tablet Activities in Swedish Preschool Education
  • 2022
  • Ingår i: Applications of Research in Technology Education. - Singapore : Springer. - 9789811678844 - 9789811678851 ; , s. 249-265
  • Bokkapitel (refereegranskat)abstract
    • Preschool curriculum policies around the world emphasize the role ofdigital tools in educational practice. At the same time, the availability of tools suchas tablets has increased significantly in the last decade. Although preschools haveworked with these tools during the last years, little is known about what actualactivities teachers implement and perform in practice and how digital tablets can beeffectively integrated. In contributing to filling this gap, we used online surveys toprobe approximately 500 teachers’ use of digital tablets in their practice. Resultsshowed that teachers believe that tablets increase both collaboration and participation.In connection with the subject of technology, many creative ideas and solutionsevolved. Computer programming activities also emerged saliently,which the teacherssaw as a means to foster generic skills and subject knowledge. The findings pointto digital tablets being associated with preschool teachers’ implementation of meaningful, engaging, self-generated, and rich activities. In helping to integrate emerging digital tools in educational practice, teachers are encouraged to consult online forums,web resources, available online courses, and articles. Teachers are also advised toallocate the necessary time required to plan and implement the work.
  •  
35.
  • Otterborn, Anna, 1961-, et al. (författare)
  • Investigating Preschool Educators’ Implementation of Computer Programming in Their Teaching Practice
  • 2020
  • Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 48:3, s. 253-262
  • Tidskriftsartikel (refereegranskat)abstract
    • Modern preschool education is seen as an essential foundation for nurturing children’s digital literacy. Early childhood education environments have witnessed increased emphasis on integrating programming activities in combination with digital tablets. However, little is known about how preschool teachers implement programming as part of pedagogical strategies during practice. In Sweden, although there is a mandate to develop children’s understanding of the digital world, programming is not formally mentioned in the revised preschool curriculum. This study systematically investigates how Swedish preschool teachers implement programming activities in their teaching practice. Data was collected through a national online survey (n = 199). Findings revealed a range of apps and resources used in combination with tablets, where activity integration takes place as unplugged programming, digital programming, or as a combination of the former. Teachers markedly attributed intended learning goals around programming to tenets of computational thinking and “twenty-first century skills”. Moreover, programming was often actively linked to learning in other domains such as science, technology, mathematics, and language, approaches that show traditional Swedish preschool teaching practices being recontextualized in terms of programming. Based on the reported findings that provide insight into the implementation of programming in preschools, a logical future research avenue lies in exploring the documented programming activities from the perspective of the children.
  •  
36.
  • Otterborn, Anna, 1961-, et al. (författare)
  • Surveying preschool teachers’ use of digital tablets : general and technology education related findings
  • 2019
  • Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:4, s. 717-737
  • Tidskriftsartikel (refereegranskat)abstract
    • The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy and collaborative skills. As society becomes increasingly digitized, preschool curriculum reform also emphasises the subjects of technology and science as priority areas of learning. Teachers’ knowledge and experiences are of utmost importance in carrying out this mandate. Few studies have explored the use of digital tablets to teach preschool technology and science in Sweden, and there is an urgent need to ascertain the role of digital aids as teaching tools. This survey study seeks to determine how digital tablets are used to support preschool children’s learning in general, and with respect to technology education. Preschool educators (n = 327) across Sweden responded to an online survey consisting of 20 closed and 6 open items that probed the use of digital tablets. Survey results revealed a high degree of engagement with digital tablets in preschools, with activities directed toward various subject-related, social and generic skills. Programming, invention, construction and creation, problem-solving, and design emerged saliently as tablet activities in technology subject areas. Opportunities for providing meaningful learning tasks and digital adaptability were seen as pedagogical benefits of using tablets, but increasing expectations to integrate tablet activities with an accompanying lack of digital skills were expressed as limitations. Teachers’ recommendations for future tablet use included defining clearer curriculum guidelines for tablet implementation and adequate training for acquiring digital competence.
  •  
37.
  • Otterborn, Anna, 1961-, et al. (författare)
  • The Impact of Digital and Analog Approaches on a Multidimensional Preschool Science Education
  • 2023
  • Ingår i: Research in science education. - : Springer Nature. - 0157-244X .- 1573-1898. ; 54:2, s. 185-203
  • Tidskriftsartikel (refereegranskat)abstract
    • Swedish preschool science practice is confined to a unique educational setting where upbringing, care, and education are intertwined. This allows teachers to develop innovative cross-curricular and multidimensional science teaching. At the same time, society demands the digitalization of preschool practice, which has caused concern not only about negative effects on children’s well-being but also the risk of foregrounding digital over analog tools in multidimensional and child-centered preschool practice. The aim of this study is to analyze how preschool teachers at the forefront of digitalization integrate digital and analog tools when teaching science and how this integration affects their practice. The data comprises documentation of digitalized science activities provided by ten preschool teachers and transcribed recall interviews with four of the teachers. Thematic content analysis and a framework for analyzing seven teaching dimensions of preschool science revealed the use of digital and analog tools as drivers for multidimensional science education. The findings show that the teachers primarily use digital tools to reinforce social learning, inclusion, and agency during science activities. Digital and analog tools were used to complement one another in pursuing the boundaries of multidimensional science. However, the content of this innovative and digitalized science teaching remained primarily within biology, the traditional scholarly discipline in preschool science. We conclude that the digitalization of preschool science seems to be used to strengthen and diversify teaching within the boundaries of overarching traditional preschool practice where nature encounters and children’s interests and well-being are at the forefront. 
  •  
38.
  • Pokojná, Hana, et al. (författare)
  • Effect of the Rings: A Visual Story Design Comparing Three Chemical Characters
  • 2023
  • Ingår i: Approaches for Science Illustration and Communication. - Cham : Springer. - 9783031416521 - 9783031416514 ; , s. 133-156
  • Bokkapitel (refereegranskat)abstract
    • For millennia humans have interacted with a range of chemical substances that are an inte-gral part of human history and culture. The chemical characteristics of the three similar-looking chemical species psilocybin, nicotine, and caffeine have remarkably different biological effects. The narratives of these chemical characters are compelling—their role traverses the unobservable submicro-scopic world, influences our biological essence, and impacts societal values and sci-entific judgement. Visual storytelling through modern display technologies offers an educa-tional method to communicate the nature and effect of these chemical actors. Biological information that transcends multi-directionally and constantly from submicroscopic through to macroscopic processes can be made acces-sible and meaningful to students and the pub-lic. In doing so, links are forged between scientific knowledge and the manner we view these chemical forms from a human and socie-tal context. In attempting to capture these complexities, the aim of this chapter is to con-ceptualise and design a visual story to commu-nicate the effect of psilocybin, nicotine, and caffeine on humans for public engagement. Whilst remarkably similar in chemical struc-ture, these chemical species have dramatically different psychological and physiological effects on the human body. At the same time, human interaction with these substances is intertwined with historical associations, cul-tural norms, as well as perceived and enacted taboos.
  •  
39.
  • Schönborn, Konrad, 1977-, et al. (författare)
  • Bridging the Educational Research-Teaching Practice Gap - Conceptual understanding, Part 2 : Assessing and developing student knowledge
  • 2008
  • Ingår i: Biochemistry and molecular biology education. - : Wiley. - 1470-8175 .- 1539-3429. ; 36:5, s. 372-379
  • Tidskriftsartikel (refereegranskat)abstract
    • The first paper in this two-part miniseries on conceptual understanding discussed expert and novice conceptual knowledge, the multifaceted nature of conceptual understanding, and the cognitive skills essential for constructing it. This second article presents examples of instruments for the assessment and development of five facets of conceptual understanding that require competence in the cognitive skills of mindful memorization, integration, transfer, analogical reasoning, and system thinking. We also argue for the importance of explicitly assessing these facets of conceptual understanding as part of all biochemistry and molecular biology curricula so as to develop expert knowledge in our students.
  •  
40.
  •  
41.
  • Schönborn, Konrad, 1977-, et al. (författare)
  • Knowledge transfer in biology and translation across external representations: Experts' views and challenges for learning
  • 2009
  • Ingår i: International Journal of Science and Mathematics Education. - Netherlands : Springer. - 1571-0068 .- 1573-1774. ; 7:5, s. 931-955
  • Tidskriftsartikel (refereegranskat)abstract
    • Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This process requires the transfer of knowledge and the subordinate process of translation across external representations. This study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning. Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’ transfer (and translation) processes within learners through the integration of knowledge at different levels of biological organization.
  •  
42.
  • Stenlund, Jörgen I., 1959-, et al. (författare)
  • Design and validation of a deep evolutionary time visual instrument (DET-Vis)
  • 2022
  • Ingår i: Evolution. - : BioMed Central. - 1936-6426 .- 1936-6434. ; 15
  • Tidskriftsartikel (refereegranskat)abstract
    • Understanding deep evolutionary time is crucial for biology education and for conceptualizing evolutionary history. Although such knowledge might help citizens contemplate their actions in the context of human existence, understanding deep evolutionary time is a demanding cognitive endeavor for students. The enormous magnitudes of evolutionary time are often visually communicated through phylograms and timelines. Given the importance of understanding evolutionary time in various scientific domains at large, there is a need for tools to gauge students’ knowledge about visually communicated deep evolutionary time. In response, we describe the design and validation of an instrument to measure knowledge about the visual representation of deep evolutionary time. Development, expert panel evaluation, and piloting of an initial 14 questions with 139 respondents resulted in a 10-item multiple-choice questionnaire. Subsequent collection and analysis of 212 responses validated the 10-item Deep Evolutionary Time Visual Instrument (DET-Vis). Identification of a single factor suggests a unidimensional construct that represents knowledge about the visual communication of deep evolutionary time. A Cronbach’s alpha of 0.73 yielded an acceptable internal consistency of the instrument. The items of the instrument discriminate well with discrimination coefficients between 0.25 and 0.53. The instrument is of moderate difficulty with difficulty indices ranging from 0.56 to 0.81. The seven-step methodological design and validation procedure of this study yielded a unidimensional, valid, and reliable ten-item deep evolutionary time visual test instrument. The instrument items probe both procedural and declarative aspects of the construct that could warrant future psychometric exploration. Use of DET-Vis in pedagogical practice could help support the teaching of deep evolutionary time at upper secondary and undergraduate levels.
  •  
43.
  • Stenlund, Jörgen, 1959-, et al. (författare)
  • Moving through time
  • 2021
  • Konferensbidrag (refereegranskat)abstract
    • Communicating evolutionary theory continues to demonstrate significant challenges. One particularly demanding area is comprehending evolutionary time scales. Furthermore, visual representations such as the Tree of Life usually incorporate temporal aspects but require interpreting the underlying biological concepts as well as the representational features used to convey evolutionary meaning.In this paper, we investigate how users engage with the DeepTree exhibit, an interactive touch table visualization of a dynamic Tree of Life (Block et al., 2012). The main purpose of DeepTree is to visualize the relationship of all life on earth. Specific focus of this paper is to explore how a zooming interactive feature which enables users to move virtually from the origin of life to present day species, influences perception and understanding of evolutionary time associated with the tree metaphor. The aim of the study is to explore how the zooming feature affords new ways of understanding the information which the dynamic tree metaphor conveys, what properties of zooming interactions are associated with various temporal aspects and how moving in time is perceived.A video recorded clinical, semi-structured interview was conducted with each participant while s/he interacted with the DeepTree application. The analytical method used to treat the generated data was a combination of deductive and inductive coding of the transcripts and accompanying visual recordings.The findings suggest that DeepTree is a natural and intuitive touch-based interface for navigating the metaphor of biological relationships. Interacting with the visualization induced various positive affective reactions. However, in its present design, DeepTree may not completely support users' understanding of evolutionary time. The results indicate that zooming can be interpreted in different ways. This suggests that the embodied and immersive experience offered by such interactive tree applications might strongly influence users' temporal interpretations associated with evolution concepts if they are designed appropriately.
  •  
44.
  • Stenlund, Jörgen, 1959-, et al. (författare)
  • Piloting a framework for identifying affective responses with interactive visualizations : the case of DeepTree
  • 2021
  • Konferensbidrag (refereegranskat)abstract
    • Despite the acknowledged importance of emotions and feelings in science education, systematic research concerning affect remains sparse. In this regard, a promising research field is the potential of immersive and/or interactive visualizations to enhance learning by promoting affective responses. In building upon our previous research with an interactive visualization, this study focuses on affective dimensions. The aim of the study is to investigate whether interacting with DeepTree, a dynamic visualization of phylogenetic relationships represented as a tree of life, induces the affective responses of curiosity, surprise, confusion and awe. And if so, to ascertain which features and experiences of interacting with the visualization promotes these affections.Ten students were each interviewed during a clinical, semi-structured interview while answering questions and performing tasks during interaction with the DeepTree application. Data was collected using a video camera mounted above the tabletop capturing auditory, and visual information. In a synthesis of the literature, we formulated a predetermined affective framework to apply in the analysis of the data set to identify affective responses.Piloting of the framework during a detailed analysis of three students’ transcripts and corresponding video material, preliminary findings reveal that the most commonly expressed affective response was awe followed by confusion and curiosity, with few utterances or experiences indicating surprise. Most conceptual aspects associated with elicited affective responses included time and the unity of life, and to a lesser extent, relationships between organisms and the diversity of life. A strong elicitor of affective responses was the “zooming” feature of DeepTree. Findings of this pilot study confirm previous research that immersive visualizations can induce and enhance affective responses. Encouragingly, the findings also validate the application of the framework as a systematic tool for identifying affective responses.The work provides further insight into the potential influence of affect in learning science with visualizations.
  •  
45.
  • Stenlund, Jörgen, 1959- (författare)
  • Travelling through time : Students’ interpretation of evolutionary time in dynamic visualizations
  • 2019
  • Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Evolutionary knowledge is important to understand and address contemporary challenges such as loss of biodiversity, climate change and antibiotic resistance. An important aspect that is considered to be a threshold concept in teaching and learning about evolution is the time it involves. The history of evolution comprises several scales of magnitude, some of which are far from direct human experience and therefore difficult to understand. One way of addressing this issue is to use dynamic visualizations that represent time, for example, to facilitate teaching and learning about evolution.This thesis investigates how students’ comprehension of evolution and evolutionary time can be facilitated by visualizations in educational settings. Two different dynamic visualizations were investigated. In paper I different temporal versions of a spatio-temporal animation depicting hominin evolution were explored. The temporal information was expressed as one or several timelines along which an animated cursor moved, indicating the rate of time. Two variables, the number of timelines with different scales, and the mode of the default animated time rate (either constant throughout the animation or decreasing as the animation progressed), were combined to give four different time representations. The temporal aspects investigated were undergraduate students' ability to find events at specific times, comprehend order, comprehend concurrent events, comprehend the length of time intervals, and their ability to compare the lengths of time intervals.In paper II, perceptions and comprehension of temporal aspects in an interactive, multi-touch tabletop application, DeepTree, were investigated. This application depicts the tree of life. The focus was on the interactive aspects, especially how the zooming feature was perceived, but also on any misinterpretations associated with the interaction. The same temporal aspects listed for paper I were also implicitly investigated.The findings indicate that handling the problem of large differences in scale by altering the rate of time in the visualization can facilitate perception of certain temporal aspects while, at the same time, can hinder a correct comprehension of other temporal aspects. Findings concerning DeepTree indicate that the level of interactions varies among users, and that the zooming feature is perceived in two ways, either as a movement in time or as a movement in the metaphorical tree. Several misinterpretations were observed, for example the assumption that the zooming time in the tree corresponds to real time, that there is an implicit coherent timeline along the y-axis of the tree, and that more nodes along a branch corresponds to a longer time.The research reported in this thesis supports the claim that careful choice, and informed use of visualizations matters, and that different visualizations are best suited for different educational purposes
  •  
46.
  • Stenlund, Jörgen, 1959- (författare)
  • Visualizing the abyss of time : Students’ interpretation of visualized deep evolutionary time
  • 2023
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The immense time scales involved in Deep evolutionary time (DET) is a threshold concept in biology and interpreting temporal aspects of DET is demanding. DET is communicated through various visualizations that include static two-dimensional representations, low interactivity animations, as well as high interactivity interfaces. Given the importance of DET as fundamental scientific knowledge of potential societal application, there is a need for educational research on students’ interpretation of visually communicated DET. This thesis explores students’ interpretation of different forms of visualized DET along a continuum of interactivity. The research aim is four-fold, and probes how students interpret DET visualizations in terms of temporal aspects, communicated evolutionary concepts, degree of visualization interactivity, and generated affective responses.The work comprises four studies, which as a collective, adopt exploratory and multi-method designs. A total of 505 students participated. Data were collected from questionnaires, task-based questions, and semi-structured interviews. Data analysis was qualitative and quantitative, and incorporated deductive and inductive approaches.  In analysing students' interpretation of static two-dimensional DET visualizations, an instrument for measuring knowledge about the visual representation of deep evolutionary time (DET-Vis) was developed. Emergence of a unidimensional construct during validation represents knowledge about the visual communication of DET. Inspection of item performance suggests that interpreting visualized DET requires both procedural and declarative knowledge. Analysis of students’ interpretation of a low interactivity DET animation, communicating hominin evolution revealed five temporal aspects influencing interpretation: events at specific times, relative order, concurrent events, time intervals, and time interval durations. A further shift across the continuum involved analysing students’ interpretation of a high-interactivity DET visualization of a three-dimensional phylogenetic tree. Finger-based zooming was associated with movement within the tree itself, or as movement in time, respectively, and related to identified misinterpretations. Further analysis showed that interpreting DeepTree evoked the epistemic affective responses of awe, curiosity, surprise, and confusion. Affective responses were expressed in relation to five evolutionary conceptual themes, namely biological relationships, evolutionary time, biological diversity, common descent, and biological structure or terminology.   The thesis findings have implications for teaching, visualization design and future research. Exposing students to various DET visualizations across the continuum could support DET teaching. Visual communication of temporal aspects should be carefully considered in DET visualization design. Future work on relationships between affect, highly interactive visualizations, and evolution concepts will provide further insight for leveraging learning and teaching of DET.   
  •  
47.
  • Stenlund, Jörgen, 1959-, et al. (författare)
  • Zooming in Time-Exploring Students' Interpretations of a Dynamic Tree of Life
  • 2021
  • Ingår i: Journal of Science Education and Technology. - : Springer. - 1059-0145 .- 1573-1839. ; 30:1, s. 125-138
  • Tidskriftsartikel (refereegranskat)abstract
    • Central to evolution is the concept of a common ancestry from which all life has emerged over immense time scales, but learning and teaching temporal aspects of evolution remain challenging. This study investigated students’ interpretation of evolutionary time when engaging with a multi-touch tabletop application called DeepTree, a dynamic visualization of a phylogenetic tree. Specifically, we explored how interactive finger-based zooming (zooming “in” and “out”) influenced students’ interpretation of evolutionary time, and how temporal information and relationships were conceptualized during interaction. Transcript analysis of videotaped interview data from ten secondary school students while they interacted with DeepTree revealed that zooming was interpreted in two ways: as spatially orientated (movement within the tree itself), or as time-orientated (movement in time). Identified misinterpretations included perceiving an implicit coherent timeline along the y-axis of the tree, that the zooming time duration in the virtual tree was linearly correlated to real time, and that more branch nodes correspond to a longer time. Sources for erroneous interpretations may lie in transferring everyday sensory experiences (e.g., physical movements and observing tree growth) to understanding abstract evolution concepts. Apart from estimating the occurrence of dinosaurs, DeepTree was associated with an improvement in interpretation of relative order of evolutionary events. Although highly promising, zooming interaction in DeepTree does not facilitate an intuitive understanding of evolutionary time. However, the opportunity to combine visual and bodily action in emerging technologies such as Deep Tree suggests a high pedagogical potential of further development of zooming features for optimal scientific understanding.
  •  
48.
  • Svärd, Joachim, et al. (författare)
  • Connecting Authentic Innovation Activities to the Design Process
  • 2018
  • Ingår i: 2018 PATT36 International Conference, Research and Practice in Technology Education: Perspectives on Human Capacity and Development. - Athlone, Ireland. - 9781527225077 - 9781527225084 ; , s. 216-222
  • Konferensbidrag (refereegranskat)abstract
    • Although history is full of inventors and innovations, principles underpinning the design (or innovation) process were only first described in the 1960’s and 1970’s. Beckman and Barry (2007) connect the design process to learning by experience, a process linked to experiential learning, and a forerunner of authentic learning. This study concerns an authentic innovation project, in which 13 groups of upper secondary school students (aged 16–17 years) solved real-world problems of their choice. The five-week innovation project offered students possibilities to think, design, discuss and reflect. The specific aim of this study is to present and analyse the activities that took place at different stages of the innovation/design process by posing the following research question: Do the students taking part in the innovation project engage one or more phases of the design process? Our results suggest that students with little or no previous experience of innovating or designing, not only solve the tasks they set out to solve, but also do so in a manner that mimics the way a trained inventor might work. These observations are closely associated with the learning models described by Beckman and Barry, and have implications for the teaching of design and innovation processes.
  •  
49.
  • Svärd, Joachim, 1964-, et al. (författare)
  • Design of an authentic innovation project in Swedish upper secondary technology education
  • 2017
  • Ingår i: Australasian Journal of Technology Education. - Waikato, NZ : University of Waikato. - 2382-2007. ; 4, s. 1-15
  • Tidskriftsartikel (refereegranskat)abstract
    • Recent studies on the Swedish work force show that about half of all jobs demand a high degree of self-governing. In preparing students for the future, the World Economic Forum suggests that schools should also teach social skills, creativity and critical thinking. According to the Swedish upper secondary curriculum, the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. This vision is related to the notion of authentic learning. Reeves, Herrington and Oliver define authenticity through nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map these key elements of authentic learning onto the development and design of a five-week innovation project for implementation in a Swedish upper secondary school context. The mapping process involved first synthesising literature in the area of authentic learning in conjunction with studying Swedish technology education curriculum materials. This was followed by describing the characteristics of each key element of authentic learning in terms of proposing activities for implementation as an innovation project (IP). The results of this study show how criteria of nine elements of authentic learning could be used in designing an innovation project (IP) module in an authentically cogent way. Thus the authenticity framework served as a valid theoretical tool to produce the authentic learning module.
  •  
50.
  • Svärd, Joachim, 1964-, et al. (författare)
  • Designing a module for authentic learning in upper secondary technology education
  • 2016
  • Ingår i: PATT-32 Proceedings Technology Education for 21st Century Skills. - Utrecht, The Netherlands : University of Applied Sciences. ; , s. 454-462
  • Konferensbidrag (refereegranskat)abstract
    • According to the Swedish upper secondary curriculum (Skolverket, n.d.), the subject of technology should allow students to develop entrepreneurial skills, defined as supporting curiosity, confidence, creativity and courage, resulting in the ability to act, in innovation and problem solving. Beghetto and Kaufman’s (2014) view of creative learning includes, “having students identify a need and work collaboratively with each other and outside experts to develop a creative solution for that need will help them creatively and meaningfully use what they have learned in the classroom” (p. 65). This kind of learning is related to the notion of authentic learning. Herrington and Parker (2013) define authenticity by nine key elements, namely, authentic context, authentic task, presence of expert performances, multiple perspectives, collaboration, reflection, articulation, metacognitive support and authentic assessment. The aim of this study is to map key elements of authentic learning onto the development of a five-week innovation project for implementation in a Swedish upper secondary school context. Following design and a first round of module implementation, a subsequent pilot study has deployed written questionnaire and semi-structured interview methods to investigate students’ opinions of the authenticity of the module and its outcomes. The paper also presents some early findings from this pilot study.
  •  
Skapa referenser, mejla, bekava och länka
  • Resultat 1-50 av 55
Typ av publikation
tidskriftsartikel (19)
konferensbidrag (17)
bokkapitel (9)
doktorsavhandling (5)
annan publikation (2)
licentiatavhandling (2)
visa fler...
samlingsverk (redaktörskap) (1)
visa färre...
Typ av innehåll
refereegranskat (40)
övrigt vetenskapligt/konstnärligt (14)
Författare/redaktör
Schönborn, Konrad, 1 ... (36)
Schönborn, Konrad, P ... (12)
Tibell, Lena, 1952- (11)
Hallström, Jonas, 19 ... (9)
Höst, Gunnar, 1976- (7)
Lundin Palmerius, Ka ... (6)
visa fler...
Stenlund, Jörgen, 19 ... (5)
Haglund, Jesper, 197 ... (4)
Hultén, Magnus, 1970 ... (4)
Jeppsson, Fredrik, 1 ... (3)
Norström, Per, 1971- (3)
Tibell, Lena A. E., ... (2)
Schönborn, Konrad (2)
Gericke, Niklas, 197 ... (2)
Stolpe, Karin, PhD, ... (2)
Nordlöf, Charlotta, ... (2)
Göransson, Andreas C ... (2)
Larsson, Andreas, 19 ... (2)
Frejd, Johanna, 1986 ... (2)
Tibell, Lena, Profes ... (2)
Hallström, Jonas, Pr ... (2)
Schönborn, Konrad J. ... (2)
Anderson, Trevor (1)
Sundberg, Bodil, 196 ... (1)
Asplund, Therese, 19 ... (1)
Siry, Christina, Pro ... (1)
Besançon, Lonni (1)
Sundén, Erik, 1985- (1)
Yin, He (1)
Rising, Samuel (1)
Westerdahl, Peter (1)
Ljung, Patric, 1968- (1)
Wideström, Josef (1)
Hansen, Charles (1)
Ynnerman, Anders, 19 ... (1)
Bivall, Petter, 1979 ... (1)
Höst, Gunnar E., 197 ... (1)
Hultén, Magnus, Prof ... (1)
Dolo, Gilbert (1)
Redfors, Andreas, Pr ... (1)
Flint, Jennifer (1)
Höst, Gunnar (1)
Flint, Jennifer, 197 ... (1)
Hultén, Magnus, Asso ... (1)
Gudmann Knutsson, So ... (1)
Sundberg, Bodil, Doc ... (1)
Schönborn, Konrad, S ... (1)
Yarden, Anat, Profes ... (1)
Koć-Januchta, Marta, ... (1)
Bivall Persson, Pett ... (1)
visa färre...
Lärosäte
Linköpings universitet (53)
Örebro universitet (12)
Karlstads universitet (5)
Kungliga Tekniska Högskolan (3)
Högskolan i Borås (1)
Språk
Engelska (53)
Svenska (2)
Forskningsämne (UKÄ/SCB)
Samhällsvetenskap (49)
Naturvetenskap (10)
Teknik (2)
Medicin och hälsovetenskap (1)

År

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy