| 92311. |
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| 92312. |
- Svärd, Joachim, et al.
(författare)
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Connecting Authentic Innovation Activities to the Design Process
- 2018
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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
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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.
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| 92313. |
- Svärd, Joachim, 1964-, et al.
(författare)
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Design of an authentic innovation project in Swedish upper secondary technology education
- 2017
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Ingår i: Australasian Journal of Technology Education. - Waikato, NZ : University of Waikato. - 2382-2007. ; 4, s. 1-15
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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.
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| 92314. |
- Svärd, Joachim, 1964-, et al.
(författare)
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Designing a module for authentic learning in upper secondary technology education
- 2016
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Ingår i: PATT-32 Proceedings Technology Education for 21st Century Skills. - Utrecht, The Netherlands : University of Applied Sciences. ; , s. 454-462
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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.
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| 92315. |
- Svärd, Joachim, 1964-, et al.
(författare)
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Does Authentic Learning Work? : Evaluating an Innovation Project in Upper Secondary Technology Education in Sweden
- 2017
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Ingår i: PATT 34, Technology & Engineering Education: Fostering the Creativity of Youth Around the Globe. - Millersville, PA. ; , s. 1-12
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Konferensbidrag (refereegranskat)abstract
- Creativity is widely viewed as a key component of human development. Creativity is part of the “21st century skills” movement as well as a cornerstone of the technology subject in the Swedish school system. Could authentic learning, as described by Herrington, Reeves and Oliver, be one way to promote creativity? In a pilot study conducted in 2016, 13 groups of upper secondary students participated in a five-week authentic innovation project where they cooperated in the design of solutions for real-world problems. This approach mirrors Brown, Collins and Duguid’s statement that in order to learn a subject, students need more than abilities that focus on acquiring abstract concepts; they need to use and apply conceptual tools while performing authentic activities. The outcome of the innovation project was displayed and presented at an exhibition where professional inventors provided feedback on students’ created solutions. This paper presents results from the pilot study as well as preliminary findings from a main study, involving 25 groups, currently underway. Data from the pilot study was collected through questionnaires after each lesson, following the five-week module, and at the end of the entire course, as well as through semi-structured interviews with nine students. The results from the pilot study indicate that the students perceived the project as being authentic, and departed the course with an increased sense of comprehension and understanding. Future studies will explore learning activity within groups, and differences between students’ and teachers’ understanding of authenticity.
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| 92316. |
- Svärd, Joachim, 1964-, et al.
(författare)
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Students’ perceptions of authenticity in an upper secondary technology education innovation project
- 2024
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Ingår i: Research in Science & Technological Education. - : Taylor & Francis Group. - 0263-5143 .- 1470-1138. ; 42:2, s. 467-487
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Tidskriftsartikel (refereegranskat)abstract
- Background: Authenticity in schools has been highlighted asimportant for improving students’ engagement and learning, andto prepare them for future job markets, especially in science andtechnology.Purpose: This study investigates students’ perceived authenticityof a developed innovation project when implemented in an uppersecondary technology education program.Sample: Three cohorts of students (n = 199) attended a first-yeartechnology course at a Swedish upper secondary school in 2016,2017 and 2018, respectively. In addition, eleven students from the2016 cohort were interviewed two years later to obtain their viewson how the innovation project in the first-year course influencedtheir performance in a subsequent advanced technology coursetaken in 2017–2018.Design and Methods: Groups of students participated in the firstphase of an innovation project in the first-year course, a five-weekmodule, cooperatively designing solutions to real-world problems.A Likert scale questionnaire measured the degree of perceivedauthenticity in line with Herrington, Reeves and Oliver’s (2010)key elements. Focus group interviews were conducted afterthe second phase – a 20-week follow-up module in the subsequentadvanced course – about how authentic they perceived the firstand second phases to be.Results: A questionnaire measured the degree of perceivedauthenticity of the students for the first phase, for each of thethree years. Coaching and scaffolding received the highest ratingsacross all three years, whereas Reflection was perceived as havingthe lowest authenticity. In a qualitative component of the studystudents found both phases positive, and five new themes ofstudents’ perception of their experiences were revealed.Conclusions: The similarities in perceived authenticity between thethree cohorts suggest consistency in students’ perceptions ofauthenticity. However, they did not feel that the project gavethem the opportunity to reflect on their learning. According tointerviews conducted two years later, they perceived their experiencesof the innovation project as having induced creativity, commitment,ownership, motivation, and real-world connection,although at times it was also a challenge to think for themselvesand to collaborate with others.KEYWORDSStudent perceptions;authentic learning;innovation; technologyeducation; high schoolCONTACT
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| 92317. |
- Svärd, Magnus, et al.
(författare)
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A computational study of vortex-airfoil interaction using high-order finite difference methods
- 2010
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Ingår i: Computers & Fluids. - : Elsevier. - 0045-7930 .- 1879-0747. ; 39:8, s. 1267-1274
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Tidskriftsartikel (refereegranskat)abstract
- Simulations of the interaction between a vortex and a NACA0012 airfoil are performed with a stable, high-order accurate (in space and time), multi-block finite difference solver for the compressible Navier–Stokes equations. We begin by computing a benchmark test case to validate the code. Next, the flow with steady inflow conditions are computed on several different grids. The resolution of the boundary layer as well as the amount of the artificial dissipation is studied to establish the necessary resolution requirements. We propose an accuracy test based on the weak imposition of the boundary conditions that does not require a grid refinement. Finally, we compute the vortex–airfoil interaction and calculate the lift and drag coefficients. It is shown that the viscous terms add the effect of detailed small scale structures to the lift and drag coefficients.
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| 92318. |
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| 92319. |
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| 92320. |
- Svärd, Magnus, et al.
(författare)
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A stable high-order finite difference scheme for the compressible Navier-Stokes equations, far-field boundary conditions
- 2007
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Ingår i: Journal of Computational Physics. - : Elsevier BV. - 0021-9991 .- 1090-2716. ; 225:1, s. 1020-1038
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Tidskriftsartikel (refereegranskat)abstract
- We construct a stable high-order finite difference scheme for the compressible Navier-Stokes equations, that satisfy an energy estimate. The equations are discretized with high-order accurate finite difference methods that satisfy a Summation-By-Parts rule. The boundary conditions are imposed with penalty terms known as the Simultaneous Approximation Term technique. The main result is a stability proof for the full three-dimensional Navier-Stokes equations, including the boundary conditions. We show the theoretical third-, fourth-, and fifth-order convergence rate, for a viscous shock, where the analytic solution is known. We demonstrate the stability and discuss the non-reflecting properties of the outflow conditions for a vortex in free space. Furthermore, we compute the three-dimensional vortex shedding behind a circular cylinder in an oblique free stream for Mach number 0.5 and Reynolds number 500.
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