| 1. |
- Fang, Li Tai, et al.
(författare)
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Establishing community reference samples, data and call sets for benchmarking cancer mutation detection using whole-genome sequencing
- 2021
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Ingår i: Nature Biotechnology. - : Springer Nature. - 1087-0156 .- 1546-1696. ; 39:9, s. 1151-1160
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Tidskriftsartikel (refereegranskat)abstract
- Tumor-normal paired DNA samples from a breast cancer cell line and a matched lymphoblastoid cell line enable calibration of clinical sequencing pipelines and benchmarking 'tumor-only' or 'matched tumor-normal' analyses. The lack of samples for generating standardized DNA datasets for setting up a sequencing pipeline or benchmarking the performance of different algorithms limits the implementation and uptake of cancer genomics. Here, we describe reference call sets obtained from paired tumor-normal genomic DNA (gDNA) samples derived from a breast cancer cell line-which is highly heterogeneous, with an aneuploid genome, and enriched in somatic alterations-and a matched lymphoblastoid cell line. We partially validated both somatic mutations and germline variants in these call sets via whole-exome sequencing (WES) with different sequencing platforms and targeted sequencing with >2,000-fold coverage, spanning 82% of genomic regions with high confidence. Although the gDNA reference samples are not representative of primary cancer cells from a clinical sample, when setting up a sequencing pipeline, they not only minimize potential biases from technologies, assays and informatics but also provide a unique resource for benchmarking 'tumor-only' or 'matched tumor-normal' analyses.
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| 2. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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Estetiska lärprocesser
- 2018
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Ingår i: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan. - Stockholm : Natur och kultur. - 9789127823617 ; , s. 26-38
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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NO och teknik på lekfulla villkor
- 2018
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Ingår i: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan. - Stockholm : Natur och kultur. - 9789127823617 ; , s. 15-25
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Lönngren, Johanna, 1985, et al.
(författare)
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Emotions in engineering education: Towards a research agenda
- 2020
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Ingår i: Proceedings - Frontiers in Education Conference, FIE. - : IEEE. - 1539-4565. ; 2020-October, s. 1-5
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Konferensbidrag (refereegranskat)abstract
- This Work-in-Progress research paper describes preliminary work on a research agenda for emotions in engineering education. Emotions play an important role for teaching and learning in engineering education, but research on the topic is scarce. To spur research in this area, the authors participate in an international collaboration that aims to map existing research, identify questions that are under-researched, and outline important questions for future research on emotions in engineering education. In this paper, we describe preliminary work that has been done in preparation of an international symposium during which a first draft of the research agenda on emotions in engineering education will be developed. At FIE 2020, we will present both this preparatory work and the agenda itself.
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| 5. |
- Sultan, Ulrika, 1977-, et al.
(författare)
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A day when girls helped solve real engineering problems : – An initiative to improve girls’ engagement in technology
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Studies has shown girls being less interested and more negative towards technology but also on the potential for improving engagement, - if initiatives for females are taken in early ages. This study reports on an event where almost sixty girls, ages 10 and 11, helped solve real engineering problems for a leading manufacturer of construction equipment. The girls gathered for half a day at a university where they were scaffold by teams of university staff, engineering students and engineers from the manufacturer. In advance to the event, workshops were held to guide the participating adults, including the girl’s teachers, in the best practices and didactics in the research field of females’ interest in technology. This paper describes the process of engaging both adults and girls as well as the findings from the workshops, where recordings where taken up. The finding is that girls were engaged in finding solutions when adults were adapting didactics and providing real world problems. It also shows the strength of the diverse thinking, pushing the boundaries of future emerging technologies. This knowledge can be used by teachers or lecturers as guidance as they strive for technology to be an attractive school subject for girls.
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| 6. |
- Sultan, Ulrika, 1977-, et al.
(författare)
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Bringing girls and women into STEM? Girls’ technological activities and conceptions when participating in an all-girl technology camp
- 2024
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 34:2, s. 647-671
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Tidskriftsartikel (refereegranskat)abstract
- Bringing more girls and women into science, technology, engineering and mathematics, STEM, is often highlighted as an aim in education and industry. A constantly growing body of research on engagement is driven by equity concerns caused by the unbalanced gender distribution in STEM. In this study, Swedish teenage girls on a three-day technology camp are in focus. The camp was an initiative with three goals: “Get girls interested, keep girls interested and provide knowledge about futures within technology professions”. We explored the participating girls’ technological activities and conceptions of technology at the camp. Data collection was conducted through participant observations and a focus group interview. Data were analysed using thematic analysis and a gender theoretical framework. Results show the camp presented uncertain notions of what technology can be, and traditionally male-oriented domains were “girlified”. However, girlified activities might not have been constructive in this context since the girls expressed interest in technology before the camp and showed few signs of gendering technology – they liked all kinds of technology. Girlified technology can, at its worst, give a false image of the future industrial work life that the camp organiser aimed to inspire. Despite this, the camp activities were still meaningful and relevant to the girls. The camp created opportunities for the girls to develop their sense of being technical and a feeling of belonging. Implications for technology classroom settings and future camps are to value practical work and improvisational design without leaving the teaching unreflected. This could be a way of engaging and familiarising girls with the multifaceted world of technology without girlifying it. In addition, a broad conception of technology could make gender codes less relevant and open new opportunities.
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| 7. |
- Sultan, Ulrika, 1977-, et al.
(författare)
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Finding The T and E In STEAM : A lesson taught and learned
- 2023
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Ingår i: Australasian Journal of Technology Education. - : University of Waikato, New Zealand. - 2382-2007. ; 9
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Tidskriftsartikel (refereegranskat)abstract
- We have seen students struggling with understanding and defining technology during years of educating pre-service teachers. This study describes lessons with pre-service technology teachers as we try, for us, a new way of scaffolding their understandings. By teaching technology through STEAM, we aimed to get our students thinking about technology and exploring what technology is for them. We chose aesthetic learning processes as a tool to reach this aim. The concept of aesthetic learning processes has been developed within Scandinavian educational research and is often used in our specific teaching environment within higher education. Students were introduced to the stop-motion movie technique and asked to express what technology meant to them. We analysed the student's movies through inductive analysis. Even though it was the aim of the students' task, we discovered that little technology content knowledge did transfer to the stop motion movies. On the other hand, from an aesthetic perspective, they were great. The movie gave us something to consider as teachers. It taught us what could be made better when trying to understand technology this way. We learned that in a STEAM setting, we lost the T and E and discuss the implications of interdisciplinary teaching.
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| 8. |
- Sultan, Ulrika, 1977-
(författare)
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Flickors teknikintresse i fokus
- 2018
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Ingår i: Teknikdidaktisk forskning för lärare. - Linköping : Linköping University Electronic Press. - 9789176853269 ; , s. 31-40
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel belyser de möjligheter som arbete utifrån ett genusperspektiv i teknikundervisningen kan skapa. Det kan handla om att i teknikundervisningen utmana föreställningar om vem som får vara den som är teknisk, att lyfta fram synsätt, beteenden, egenskaper, produkter, yrken och kunskaper som anses som lämpliga för kvinnor och/eller män och utforska dessa. Genom att som lärare stödja sig på studier om bland annat vad teknik kan vara för elever, flickors teknikande, betydelsen av lärarens kompetens och hur könsidentiteter skapas och formas kan fler elever få möjligheter att bibehålla sina teknikintressen genom skolåren. Att vara medveten om hur teknikintresse kan gestaltas på olika sätt skapar möjligheter till att skapa teknikundervisning som är intressant, roligt och viktig för alla elever. I jämförelse med pojkar självskattar sig flickor ofta som mer negativa till grundskolans teknikämne. Möjliga orsaker till denna negativa inställning till teknikämnet lyfts fram och några tankar om åtgärder för att vända det negativa till något positivt diskuteras. Kapitlets huvudsakliga fokus ligger på flick- ors teknikintresse och det återkommer genom hela kapitlet.
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| 9. |
- Sultan, Ulrika, 1977-
(författare)
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Gendering the curriculum
- 2022. - 2
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Ingår i: Debates in Design and Technology Education. - New York : Routledge. - 9780367763732 - 9780367763718 - 9781003166689 ; , s. 134-148
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Design and technology is a relatively new subject compared to more traditional subjects, and during its brief existence, it has garnered widespread debate in schools. This book aims to explore some of these debates and challenges the reader with new perspectives about the subject by presenting and questioning arguments about the purpose, content and place of design and technology in the school curriculum. It will encourage the reader to critically reflect on their own beliefs and practices to reach informed judgements and perspectives that will affect how they teach and think about design and technology. Exploring the major issues that design and technology teachers encounter in their professional lives as well as introducing new topics they may never have considered before, this comprehensive second edition has been fully updated with 16 chapters focusing on emerging and enduring debates: How do we do race in design and technology? What’s so special about design and technology anyway? What is design cognition in design and technology classrooms? What is the potential of feedback in the creative processes of a design and technology classroom? Does food fit in design and technology? What is the role of making in design and technology? With its combination of expert opinion and fresh insight, Debates in Design and Technology Education is the ideal companion for any student or practising teacher engaged in initial training, continuing professional development or master’s-level study.
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| 10. |
- Sultan, Ulrika, 1977-, et al.
(författare)
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Girls’ engagement in technology : – an initiative moving from theory to practice
- 2021
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Ingår i: <em>The 38th Pupils’ Attitude Toward Technology Conference Book of Abstracts.</em>. - : Oslo Metropolitan University.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Gendered interest and engagement is an established research agenda in the field of technology education. With studies concluding girls being less interested and more negative towards technology. But also, on the potential for improving engagement, - if initiatives for girls are given in early ages. This study reports on a two-step initiative inspired by the research stages DS-I and DS-II of design research methodology, DRM. Step one was developing a concept based on the previous research findings on keeping girls engaged in technology education. Resulting in an out of school event at a university where university staff, engineering students and engineers from a manufacturer worked together to scaffold girls solving engineering problems. Problems provided by a local manufacturer of construction equipment. These problems where authentic, open-ended and provided opportunities for the girls to collaborate and create prototypes. Before the main event, workshops were held for the participating adults, and the girl’s teachers. Aiming to develop their familiarity of the research field of girls’ interest in technology and the subjects design process. The main event spanned half a day at the university and involved nearly sixty girls, ages 10 and 11. Data was analyzed using DS-II and theory of the three levels of gender. Following DRM, step two is built on the knowledge learnt from the first step. Instead of an out of school event 11-year-old girls now engage in problem solving during lessons in technology education. Solving the same problems as in step one. The girls are supported online by engineers and engineering students one hour every week. After four weeks, the girls will present their solutions to the involved manufacturer and university. The second step of the initiative is arranged during Mars and April 2021. All sessions are screen recorded and will be analysed using DRM and theory of the three levels of gender. Data and conclusions are to be presented when collected and processed. The initial findings from step one based on visual media and filed notes indicates girls are engaged in finding solutions when provided with real world problems and are scaffolded by adults. When asked six months after the event 70% of the participating girls reported to be interested in continuing studies in technology. As one of the girls said “I had no idea that I liked technology this much“. We also highlight the difference in views of technology and problem solving amongst the participating adults. As an example, the teachers wanted more technical complex problems to solve whilst the engineers had difficulties with not trying to solve the problems themselves. The study also brings forth how an initiative like this can be a link to helping teachers engage with professional practice and ensuring the subject is modern and relevant. The full paper aims to describe the DRM process of moving from theory to practice as well as presenting findings from the initiative.
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