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Publications (10 of 16) Show all publications
Nilsson, T., Sundqvist, P. & Gustafsson, P. (2019). Kompetens för teknik i förskola. In: Karin Stolpe, Gunnar Höst och Andreas Larsson (Ed.), Forum för forskningsbaserad NT-undervisning: . Paper presented at Forum för forskningsbaserad NT-undervisning. Linköping
Open this publication in new window or tab >>Kompetens för teknik i förskola
2019 (Swedish)In: Forum för forskningsbaserad NT-undervisning / [ed] Karin Stolpe, Gunnar Höst och Andreas Larsson, Linköping, 2019Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Linköping: , 2019
National Category
Educational Sciences Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-42982 (URN)978-91-7685-044-2 (ISBN)
Conference
Forum för forskningsbaserad NT-undervisning
Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-09-11Bibliographically approved
Nilsson, T. (2018). EDUCATIVE CURRICULUM MATERIALS AND CHEMISTRY: A MATCH MADE IN HEAVEN?. In: Auður Pálsdóttir (Ed.), Science competencies for the future: . Paper presented at Proceedings of the 12th Nordic Research Symposium on Science Education June 7th–9th 2017 Trondheim, Norway (pp. 5-12).
Open this publication in new window or tab >>EDUCATIVE CURRICULUM MATERIALS AND CHEMISTRY: A MATCH MADE IN HEAVEN?
2018 (English)In: Science competencies for the future / [ed] Auður Pálsdóttir, 2018, p. 5-12Conference paper, Published paper (Refereed)
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-39178 (URN)978-9935-9311-1-5 (ISBN)
Conference
Proceedings of the 12th Nordic Research Symposium on Science Education June 7th–9th 2017 Trondheim, Norway
Available from: 2018-05-08 Created: 2018-05-08 Last updated: 2018-05-30Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2018). Finns det ett glapp i förskolans praktik när det kommer till teknik?. In: : . Paper presented at Nationell Ämnesdidaktisk konferens NÄD2018.
Open this publication in new window or tab >>Finns det ett glapp i förskolans praktik när det kommer till teknik?
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Tidigare forskning indikerar att förskolepedagogers beskrivning av teknik som område generellt inte återfinns i förskolans arbete. Här undersöks om ett sådant glapp kan påvisas. Studien har bedrivits som forskningscirklar med 19 förskolepedagoger. Utgångspunkten var en enkät vars resultat beskriver teknik i fem kategorier. Därefter har pedagogerna dokumenterat exempel med tekniklärande för barnen och angett vilken av teknikkategorierna som bäst beskriver tekniken i händelsen. I enkäten dominerade kategorierna att ”teknik är lösning på att problem” och ”processen i vilken artefakter utvecklas”. I exemplen finns omvänt aktiviteter som knyter an till att identifiera artefakter och att använda teknikord och artefakter. Skillnaden mellan pedagogernas beskrivning av teknik och praktiken ger de själva en relevant förklaring till.

National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-39304 (URN)
Conference
Nationell Ämnesdidaktisk konferens NÄD2018
Available from: 2018-05-24 Created: 2018-05-24 Last updated: 2018-05-30Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2018). Is There a Gap to Mind in Preschool Practice When it Comes to Technology?. In: Anna Jobér, Maria Andrée and Malin Ideland (Ed.), XVIII IOSTE symposium.: Future Educational Challenges from Science and Technology Perspectives.. Paper presented at IOSTE 2018 (pp. 303-310). Malmö
Open this publication in new window or tab >>Is There a Gap to Mind in Preschool Practice When it Comes to Technology?
2018 (English)In: XVIII IOSTE symposium.: Future Educational Challenges from Science and Technology Perspectives. / [ed] Anna Jobér, Maria Andrée and Malin Ideland, Malmö, 2018, p. 303-310Conference paper, Published paper (Refereed)
Abstract [en]

Research has indicated that there may be a gap between preschool teachers’ general descriptions of technology and thetechnology content in their actual preschool practices. This study investigates this further and, if a gap is found, looks forpossible reasons for it. The study was conducted in the form of research circles in two Swedish municipalities with 19technology-minded preschool teachers. A mixed research design was used. The starting point for mapping the preschoolteachers’ descriptions of technology was an established questionnaire that placed technology into five categories. Followingthis, the teachers independently documented events at their preschools that they assessed as technology activities. The findingswere that the most commonly chosen category in the questionnaire was technology as a solution to a problem. However, intheir everyday examples the dominant activities related to the children’s attempts to use the artefacts. The preschool teacherssaid that the children had to be introduced to the artefacts, their names and functions, before moving on to more advancedlevels describing technology. There is thus a distinction between the preschool teachers’ descriptions of technology and theireveryday practices, where they themselves provide relevant explanations for the gap.

Place, publisher, year, edition, pages
Malmö: , 2018
Keywords
preschool, research circle, technology
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-42347 (URN)10.24834/978-91-7104-971-1 (DOI)978-91-7104-971-1 (ISBN)
Conference
IOSTE 2018
Available from: 2019-01-18 Created: 2019-01-18 Last updated: 2019-06-03Bibliographically approved
Sundqvist, P. & Nilsson, T. (2018). Technology education in preschool: Providing opportunities for children to use artifacts and to create. International journal of technology and design education, 28(1), 29-51
Open this publication in new window or tab >>Technology education in preschool: Providing opportunities for children to use artifacts and to create
2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 28, no 1, p. 29-51Article in journal (Refereed) Published
Abstract [en]

In recent years, technology has been emphasized as an important area in earlychildhood curricula; however, in many countries preschool does not have the tradition ofteaching specific subjects, and research shows that many preschool staff members areunsure about what teaching technology should include and how it should be taught.Therefore, with the ambition of outlining recommendations for both preschool practice andthe preschool-teacher program, we investigated what elements staff members include ineducating preschool children in technology. We investigated the research question What dopreschool staff members include as elements of technology education in preschool?through open-ended items on a questionnaire completed by 102 preschool teachers anddaycare attendants in Sweden. The answers were analyzed inductively, resulting in a set ofseven categories: Artifacts and systems in children’s environments, Create, Problemsolving, The concept of technology, Experiments, Techniques/Motor skills, and Naturalscience. Some key results emerged. First, artifacts have a central place in preschooltechnology education, and at least three verbs relate to how these artifacts are addressed:use, create, and understand. Second, the content of technology education in governmentregulatory documents is described to varying extents by the participants, and sometimesnot at all. Third, expected elements like play and the important role of the staff are notexpressed in the answers. Possible explanations and implications for the results arediscussed.

Keywords
Technology education Preschool; Early childhood education; Preschool teacher; Preschool staff; Conventional content analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-31423 (URN)10.1007/s10798-016-9375-y (DOI)000425323800002 ()2-s2.0-84978829410 (Scopus ID)
Available from: 2016-04-14 Created: 2016-04-14 Last updated: 2018-11-05Bibliographically approved
Gustafsson, P., Jonsson, G. & Nilsson, T. (2018). Teknikämnet i svensk grundskolas tidiga skolår sett genom forskningscirkelns lupp.. Paper presented at Nordic research symposium in science education (NFSUN conference), Trondheim, June 2017. NorDiNa: Nordic Studies in Science Education, 14(2), 113-124
Open this publication in new window or tab >>Teknikämnet i svensk grundskolas tidiga skolår sett genom forskningscirkelns lupp.
2018 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 2, p. 113-124Article in journal (Refereed) Published
Abstract [en]

Technology has been a compulsory subject in the Swedish school curriculum since 1980. However,many primary school teachers say that they do not feel comfortable with teaching technology. Thisoften results in a teaching time that is a (too) small part of the total teaching time of science andtechnology. In addition, studies show that pupils are probably not given equivalent education asthe syllabi may be interpreted in different ways. Against this background, we have conducted threeresearch circles under the guidance of researchers, in three municipalities in the Mälardalen region,addressing teachers working in preschool class to grade 6. Each circle had up to five participants andhad five meetings during one year. Based on the teachers’ own questions and needs we have studieddidactic literature connected to the subject of technology, discussed the syllabi for technology anddifferent forms of teaching support. An existing model for pedagogical content knowledge in technologyhas been used to interpret the activities in the research circles. The teachers experienced and appreciatedthe opportunities to work with the subject content linked to the syllabi for technology andsaw ways to integrate technology with other school subjects.

Keywords
technology, primary school, research circle, teachers, competence development
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-39213 (URN)10.5617/nordina.6161 (DOI)2-s2.0-85061041951 (Scopus ID)
Conference
Nordic research symposium in science education (NFSUN conference), Trondheim, June 2017
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2019-02-14Bibliographically approved
Nilsson, T., Sundqvist, P. & Gustafsson, P. (2016). A Pilot Study of the Technological Literacy among Primary School Teachers in Sweden. In: PATT32: Technology Education for 21st Century skills. Paper presented at PATT - Pupils' Attitude Toward Technology. Utrecht
Open this publication in new window or tab >>A Pilot Study of the Technological Literacy among Primary School Teachers in Sweden
2016 (English)In: PATT32: Technology Education for 21st Century skills, Utrecht, 2016Conference paper, Published paper (Refereed)
Abstract [en]

A pilot study focused on technological literacy and the nature of technology was undertakenamong 30 Swedish primary school teachers. This research utilised a study-specificquestionnaire based on previous findings and was comprised of 62 items answered by theteachers using a Likert-type scale. The answers were analysed statistically to determineinternal consistency and for further development of the questionnaire. In addition, a group of 6teachers gave their views on why some of the items deviated. The results indicate that, in total,at least 7 of the 14 categories need further development, especially the 5 newly designedcategories covering the critical aspects of technological literacy for which no descriptivecategories were found in previous research. Factor analyses were also performed to exploredata and look for indications of how these teachers’ views of technology can be described.One 3-factor solution covered 2 dimensions (how technology is conceived and interaction withartefacts) as well as one 4-factor solution covering both of these dimensions and backgroundvariables. Although the sample size limits our conclusions, it is evident that some backgroundvariables explain more of the variation than would be possible if the sample had been larger.Even so, the analyses provide valuable input for the development of our ongoing researchproject.

Place, publisher, year, edition, pages
Utrecht: , 2016
Keywords
technological literacy, primary school, questionnaire study
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-32906 (URN)
Conference
PATT - Pupils' Attitude Toward Technology
Available from: 2016-08-24 Created: 2016-08-24 Last updated: 2018-03-05Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2015). Svensk förskolepersonals beskrivningar av teknik. Paper presented at NFSUN – Nordic Research Symposium on Science Education, Helsinki, Finland, June 4-6, 2014. LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, 3(2), 237-257
Open this publication in new window or tab >>Svensk förskolepersonals beskrivningar av teknik
2015 (Swedish)In: LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö, ISSN 2323-7104, E-ISSN 2323-7112, Vol. 3, no 2, p. 237-257Article in journal (Refereed) Published
Abstract [en]

With regards to previous research results on how the teacher’s/preschool teacher’s understanding of a subject effects children’s learning and apprehending of the subject combined with the difficulties for the technology subject to take place in preschool this study aims at investigating how preschool staff (including preschool teachers and day care attendants) describe technology. A qualitatively designed questionnaire was sent out to 139 preschool teachers and day care attendants in a Swedish municipality, whereof 102 answered. The open question about what technology is thought to be was analyzed using a conventional content analysis resulting in nine categories, of which six interrelated hierarchically and one contained answers witch could not be categorized. Thus the result shows eight different ways in which technology is described, from a simple and naive description to a more complex description that implicates a deeper understanding of technology. A majority describes technology according to the latter. The result also shows that it is mainly the preschool teachers who describe technology in a more complex way. Many of the respondents have trouble separating technology from science, and quite a few describes technology as technique, which is another meaning for the word in the Swedish language.

Place, publisher, year, edition, pages
LUMA Centre Finland: , 2015
Keywords
preschool, preschool staff, technology, conventional content analysis, förskola, förskolepersonal, teknik, konventionell innehållsanalys
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-28556 (URN)
Conference
NFSUN – Nordic Research Symposium on Science Education, Helsinki, Finland, June 4-6, 2014
Available from: 2015-07-02 Created: 2015-07-02 Last updated: 2017-12-04Bibliographically approved
Sundqvist, P., Nilsson, T. & Gustafsson, P. (2015). The Purpose of Technology Education in Preschool: Swedish Preschool Staff’s Descriptions. In: Marjolaine Chatoney (Ed.), Plurality and Complementarity of Approaches in Design and Technology Education: PATT29 conference proceedings. Paper presented at Conference PATT 29: Plurality and complementarity of approaches in design and technology education, 7-10 april 2015, Palais du Pharo, Marseille, France (pp. 390-396). Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université
Open this publication in new window or tab >>The Purpose of Technology Education in Preschool: Swedish Preschool Staff’s Descriptions
2015 (English)In: Plurality and Complementarity of Approaches in Design and Technology Education: PATT29 conference proceedings / [ed] Marjolaine Chatoney, Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université , 2015, p. 390-396Conference paper, Published paper (Refereed)
Abstract [en]

In 2010 technology became emphasized as a subject in the revised curriculum for the Swedish preschool. Two yearslater 42 preschools were scrutinized by the Swedish Schools Inspectorate. The resulting report revealed that thepreschool staff lacked knowledge about technology in general and felt insecure regarding the subject’s application inthe preschool practice. There is relatively little research on the area, but even so some studies have shown the sametendency. To increase the knowledge of the existing situation in the preschool the aim of this study was to investigatehow preschool staff describe the purpose of technology education in preschool. Data was collected through an openendedquestionnaire. A stratified sample of 10 % of all the preschools in the investigated municipality resulted in thequestionnaire being sent out to 139 preschool teachers and day care attendants. The return rate was 73 %. The datawas analyzed using a conventional content analysis to create categories from data. Five categories were formed todescribe the preschool staff’s descriptions of the purpose of technology education: 1) to develop children’s interestin technology, 2) to make children aware of the technology around them and through that making the technologyavailable for them, 3) to give children an awareness about how technology works, 4) for children to develop abilitiesand knowledge to be able to create, invent and solve problems using technology, 5) to prepare children for futurelearning. All together these categories cover all aims but one for sustainable development stated in the steeringdocuments for the preschool and it seems that these respondents have a more developed understanding oftechnology in preschool than the ones the Swedish Schools Inspectorate reported in 2012.

Abstract [fr]

L’année 2010, la technologie s’est accentuée comme l’objet d’un programme d’enseignement révisé pour l’école maternelle en Suède. Deux ans plus tard, 42 écoles maternelles ont été inspectées par la Direction Nationale Suédoise des Etablissements Scolaires. Leur rapport a révélé que les effectifs des écoles maternelles manquaient la connaissance des technologies en général et se sentaient incertains par rapport à l’implication de l’objet au sein des activités des écoles maternelles. Le domaine ne dispose pas de beaucoup de données, mais même quelques enquêtes ont montré les mêmes tendances que les inspections. Pour améliorer la connaissance de la situation existante dans les écoles maternelles, le but de l’enquête était d’investiguer comment les effectifs décrivent le but d’enseignement des technologies dans les écoles maternelles. Des donnes étaient collectées par une enquête à questions ouvertes. Un échantillon stratifié comprenant 10 % de toutes les écoles maternelles inspectées dans cette municipalité a amené à l’expédition de l’enquête vers 139 institutrices d’écoles maternelles et assistantes maternelles. Le taux de réponse s’élevait à 73 %. La question ouverte utilisée dans cette enquête a été analysée à l’aide d’une analyse de contenu conventionnelle pour créer des catégories sur base des données. Cinq catégories ont été créées pour décrire les descriptions des effectifs concernant le but d’enseignement des technologies : 1) pour développer l’intérêt de l’enfant pour la technologie, 2) pour rendre les enfants conscients de la technologie dans leur environnement et par rendre cette technologie accessible à eux, 3) pour donner les enfants une conscience sur comment la technologie fonctionne, des connaissances concernant la technologie, 4) pour que les enfants puissent développer des compétences et connaissances pour être capable de créer, inventer et résoudre des problèmes à l’aide de technologie, des connaissance dans la technologie, 5) pour préparer les enfants aux études futures. En somme, ces catégories couvrent quasiment les buts mentionnés dans les documents dirigeants pour les écoles maternelles et il semble que les pensées des répondants concernant la technologie dans les écoles maternelles sont plus élaborées que celles rapportées par la Direction Nationale Suédoise des Etablissements Scolaires en 2012.

Place, publisher, year, edition, pages
Marseille: École supérieure du professorat et de l’éducation, Aix-Marseille Université, 2015
Keywords
technology education, preschool, preschool staff, early childhood
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-28316 (URN)978-2-85399-994-6 (ISBN)
Conference
Conference PATT 29: Plurality and complementarity of approaches in design and technology education, 7-10 april 2015, Palais du Pharo, Marseille, France
Available from: 2015-06-15 Created: 2015-06-15 Last updated: 2016-04-14Bibliographically approved
Nilsson, T. & Niedderer, H. (2014). Undergraduate students’ conceptions of enthalpy, enthalpy change and related concepts. Chemistry Education Research and Practice, 15(3), 336-353
Open this publication in new window or tab >>Undergraduate students’ conceptions of enthalpy, enthalpy change and related concepts
2014 (English)In: Chemistry Education Research and Practice, ISSN 1109-4028, Vol. 15, no 3, p. 336-353Article in journal (Refereed) Published
Abstract [en]

Research shows that students have problems understanding thermodynamic concepts and that a gap exists at the tertiary level related to more specific chemistry concepts such as enthalpy. Therefore, the aim of this study is to construct undergraduate students’ conceptions of enthalpy, its change and related concepts. Three explorative small-scale studies were conducted at two Swedish universities. Questionnaires, exam questions, hand-ins and interviews covered a range of issues from chemical thermodynamics in general to specific questions about enthalpy and its change, internal energy and its change, heat and work. Data were analysed iteratively and qualitative categories were constructed (F1-2, F4-9). The underlying conceptions indicate that constant pressure is explicitly expressed but disregarded as the answer is given (F1), that work is described as mechanical work (F2), that enthalpy is used as a form of energy (F4), and that enthalpy is used for enthalpy change and vice versa (F5). The logical conceptions indicate that molar enthalpy determines the heat given off by a reaction and not the path taken (F6), that constant pressure/constant volume and the definition of enthalpy change are problematic (F7), that students argue for the case when ΔH = ΔU instead of ΔH = q (F8), and that there are different ways to interpret the given tasks (F9). This study offers insight into the ways students use enthalpy and its change when arguing and solving qualitative tasks. How the categories may be used as well as other implications for teaching and research are addressed in the paper.

National Category
Didactics
Research subject
naturvetenskapernas och teknikens didaktik
Identifiers
urn:nbn:se:mdh:diva-21674 (URN)10.1039/C2RP20135F (DOI)000339625700008 ()2-s2.0-84904314510 (Scopus ID)
Available from: 2013-09-27 Created: 2013-09-26 Last updated: 2015-03-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5823-1472

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