| 1. |
- Berghauser Pont, Meta, 1972, et al.
(author)
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Tät blandstad passar inte överallt i Göteborg
- 2018
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In: Göteborgs-Posten. - 1103-9345.
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Journal article (pop. science, debate, etc.)abstract
- Debattartikel. Vi tror inte på att bygga med extrem täthet i alla tänkbara lägen, utan på att tålmodigt komplettera med goda stadsmiljöer där det finns utrymme och kvaliteter att vinna på att tillföra ny bebyggelse, skriver en rad stadsbyggnadsexperter.
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| 2. |
- Engström, Susanne, et al.
(author)
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Approaches to industrial processes in technology textbooks
- 2023
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In: The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1 (October)..
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Conference paper (peer-reviewed)abstract
- The aim of this study is to explore how technology textbooks can provide students with a basis for expressing knowledge about technical solutions within industrial processes. The base and the delimitation for the study is the formulation of the specific content on industrial processes that must be taught to 13 to 15-year-olds in Swedish schools pursuant to the national syllabus. Textbooks constitute an important foundation for teaching, particularly in the subject of technology, in which teachers may find the breadth of content they are expected to teach challenging. The study analyses the sections concerning industrial processes in four different technology textbooks commonly used for students in the age group 13–15. Analysis involved interpreting content in the form of text, images, assignments etc. related to aspects that are expected to characterise students’ descriptions and explanations of technical solutions: understanding of technical solutions purpose and functionality, how components interact as a whole, similarities to other technical solutions and relating them to their own experiences. The results show that these aspects emerge in different ways depending on, among other things, how the area is presented. We found three different ways in which industrial processes are presented in the textbooks: A unique industrial process is described carefully and in detail, Sub-processes and methods are presented systematically and Industrial processes are described as technological systems at a general level. One interpretation is that, as a teacher, you can teach about industrial processes in these different ways and that which one you choose affects to what extent certain aspects of technical solutions are visualised for the students.
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| 3. |
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| 4. |
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Ginners teknikdidaktiska handbok : några teser om teknik, skola och samhälle
- 2013
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Editorial collection (other academic/artistic)abstract
- Thomas Ginner har under många år arbetat med att befrämja en god teknikundervisning i skolan på olika sätt. I samband med hans pensionering ger vi ut denna vänbok med en samling texter skrivna av några av Thomas närmaste vänner och kollegor i Sverige, Holland, Storbritannien och Nya Zeeland: Ginners teknikdidaktiska handbok. Syftet med boken är att med hjälp av dessa forskare inom fälten teknik och didaktik i vid mening ge ett ”ginnerskt” kunskapsbidrag till förståelsen av tekniken i skolan och samhället – för nuet men också för framtiden!
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| 5. |
- Hallström, Jonas, 1969-, et al.
(author)
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Definiera systemgränsen, bortom systemhorisonten : Teknikdidaktiska utmaningar för undervisning om tekniska system
- 2018
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In: Teknikdidaktisk forskning för lärare. - Norrköping : NATDID, Nationellt centrum för naturvetenskapernas och teknikens didaktik. - 9789176853269 ; , s. 63-74
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Book chapter (other academic/artistic)abstract
- Syftet med detta kapitel är att beskriva några svenska lärare och lärarstudenters uppfattningar om tekniska system som en del av en teknisk allmänbildning, i synnerhet när det handlar om avgränsning av tekniska system. Utifrån dessa uppfattningar diskuterar vi också utmaningar och möjligheter kring undervisning om tekniska system. Vi har genom två studier av yrkesverksamma och blivande tekniklärare visat att de ser en utmaning med att identifiera tekniska system bland olika former av tekniska lösningar. Detta ses tydligast när lärarna och lärarstudenterna försökte identifiera gränserna mellan artefakt och system, respektive mellan systemet och dess omgivning. En viktig del i att övervinna denna utmaning är att använda sig av relevanta systemmodeller som kan beskriva de mest centrala aspekterna av tekniska system och därmed möjliggöra jämförelse mellan system i teknikundervisningen. Just jämförelsen av tekniska system blir särskilt viktig när systemhorisonten beaktas, eftersom gränsen för när en teknisk lösning blir så komplex att den måste beskrivas som ett system kan se så olika ut.
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| 6. |
- Hallström, Jonas, 1969-, et al.
(author)
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Investigating School Students’ Knowledge About Technological Systems : Towards “Qualities of Knowledge”
- 2022. - 1
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In: Teaching and Learning about Technological Systems. - Singapore : Springer. - 9789811677182 - 9789811677199 ; , s. 215-232
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Book chapter (peer-reviewed)abstract
- Technological systems as a school curriculum component is complex, under-developed and under-researched. In this chapter, we present results from an investigation of school students’ knowledge about technological systems, hypothesizing the occurrence of different “qualities of knowledge”. A test instrument was distributed to 26 groups of students (n = 56) in a Swedish grade eight class (14–15 year olds), and data analysis was carried out using a qualitative, hermeneutic method. The findings show that the students’ qualities of knowledge regarding theoverall structure of the systems was quite advanced, but the systems or the societal context were not elaborated upon with any detail. The purpose of the system could be connected to humans and society, but students did not offer a descriptionof the overall purpose. The flows that the students described were only of matter (water, wastewater) but not energy or information. The system boundary was alsoelusive, except for waste coming out of the sewer system and other environmental consequences. Thus, the test instrument was useful to gauge students’ qualities of knowledge, especially regarding system structure, but with respect to some other system aspects the validity might need to be further improved.
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| 7. |
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| 8. |
- Hallström, Jonas, 1969-, et al.
(author)
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Making the invisible visible : pedagogies related to teaching and learning about technological systems
- 2020
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In: Pedagogy for technology education in secondary schools. - Cham : Springer. - 9783030415488 - 9783030415471 ; , s. 65-82
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Book chapter (peer-reviewed)abstract
- Technological systems are interwoven into the very fabric of modern society to such an extent that we often take them for granted and they almost become invisible to us, because much of the infrastructure is hidden in the ground beneath us or behind walls. Many modern technological systems are also abstract in the sense that they include invisible connections and flows, for example, in cellular phone communications or GPS navigation. These systems also have societal components such as organizations, legislation and operators. Technological systems thus challenge traditional teaching and learning related to artefacts in technology education, since systems are much more difficult to grasp and also have some different characteristics and dynamics compared to single objects. The aim of this chapter is to address this challenge by presenting and discussing the characteristics of technological systems in relation to teaching and learning about systemic aspects of our lifeworld. We suggest four pedagogies to achieve this: interface pedagogy, holistic pedagogy, historical pedagogy and design pedagogy. Furthermore, we propose two ways of delimiting systems through two types of boundaries that are crucial in this regard: the systems horizon and the system border.
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| 9. |
- Hallström, Jonas, 1969-, et al.
(author)
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Technology Education for Systems Thinking and Sustainability : What Swedish Pre-Service Technology Teacher Students Know About Technological Systems
- 2013
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In: <em>PATT 27 Technology Education for the Future: A Play on Sustainability</em>. - Hamilton, New Zealand.
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Conference paper (peer-reviewed)abstract
- Research in the history and sociology of technology in the last decades has shown that technological systems have partly different characteristics and dynamics compared to single objects and artefacts. It is therefore pivotal that technology education incorporates a systems perspective. The Swedish technology curriculum for compulsory school (ages 7-16) has integrated systems content for nearly 20 years. Although studies indicate that pupils can understand systems structure to some extent the more complex aspects are still difficult to grasp. This may be a result of high demands in the curriculum but also the fact that technology teaching is lacking in this regard, because studies show that Swedish compulsory school technology teachers do not have a very developed understanding of technological systems. Although there have been no Swedish studies of systems in relation to teacher education, there is good reason to believe that teachers’ understanding of systems at least partly has to do with their training, while it may also have to do with other factors such as prior other education. In this paper we report on a pre-study made to investigate how pre-service technology teacher students understand technological systems, their dynamics and evolution. The following research questions are posed: How do pre-service technology teacher students understand technological systems, their dynamics and evolution? What is difficult for them to understand? How can technology teacher education about systems be improved? We collect empirical material by conducting in-depth surveys with five Swedish pre-service technology teacher students and analyse the material by using a hermeneutic method. Theoretically we rely on research on technological systems within the philosophy, sociology and history of technology as well as technology education.
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| 10. |
- Hallström, Jonas, 1969-, et al.
(author)
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The black box and beyond: introducing a conceptual model as a learning tool for developing knowledge about technological systems
- 2015
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In: Plurality and Complementarity of Approaches in Design and Technology Education.. - Marseille : Presses Universitaires de Provence. - 9782853999946
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Conference paper (peer-reviewed)abstract
- In the last decade research about technological systems in technology education has attracted increased attention. This research has pinpointed pedagogical challenges in teaching about systems, particularly how pupils are given the opportunity to learn about complex systems in a conscious progression; the components and connections in between, system boundaries, and the relation to society in general and other systems in particular. The aim of this paper is to construct a conceptual model as a learning tool for developing knowledge about technological systems. Since we base this model on previous research about technological systems, this study is a qualitativeresearch synthesis, where we employ comparative and hermeneutic methods. Our model contains focal points for teachers and pupils to attend to in technological systems education: 1. System structure, 2. System function with single or multiple inputs, and 3.The relationship between components without and with feedback loops. Important concepts for education about technological systems are system boundary, function, flow, feedback loop, black box, consequence, and historical evolution. Finally we introduce the concept of systems horizon as the limit for what can fruitfully be analyzed as a technological system.
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