mdh.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 28) 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
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
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
Gustafsson, P. & Eriksson, H. (2017). A Tool to support lecturers’ Course Development at Introductory Undergraduate Level in Physics. Journal of Baltic Science Education, 16(1), 56-63
Open this publication in new window or tab >>A Tool to support lecturers’ Course Development at Introductory Undergraduate Level in Physics
2017 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 16, no 1, p. 56-63Article in journal (Refereed) Published
Abstract [en]

With more diversified studentgroups entering the university, thedevelopment and planning of coursesbecome more pedagogically challenging.In earlier studies, a validated tool, contentrepresentation (CoRe), has been usedin teacher education to help pre-serviceteachers identify and promote pedagogicalcontent knowledge in limited teachingsequences. In the present research the aimis to explore whether CoRe, when applied toan introductory university course in physics, can (i) promote the pedagogical contentknowledge of the course as a whole and (ii)serve as an operative tool to identify problematicareas or areas that need furtherdevelopment in the course. The CoRe toolis based on given questions to be answeredin relation to the “big ideas” of the course.In the present research, the questions havebeen answered by a lecturer and by usinga content analysis of the answers severalcategories of development could be identified.For a specific category, the tool alsoprovided information about what kind ofdevelopment was necessary. The conclusionis that CoRe has a potential to be ofservice at higher education level, it can beapplied to parts of a course as well as toa course as a whole, and it may provide auseful tool to help a lecturer in the developmentand planning of a course.

Keywords
content representation; course development; physics education; university level; pedagogical content knowledge.
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-34962 (URN)000396027000006 ()2-s2.0-85014109774 (Scopus ID)
Available from: 2017-02-27 Created: 2017-02-27 Last updated: 2017-11-29Bibliographically 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
Gustafsson, P., Engström, S. & Svenson, A. (2015). Teachers’ View of Sustainable Development in Swedish Upper Secondary School. Paper presented at The XVI International Organisation for Science and Technology Education Symposium (IOSTE Borneo 2014). Procedia - Social and Behavioral Sciences, 167, 7-14
Open this publication in new window or tab >>Teachers’ View of Sustainable Development in Swedish Upper Secondary School
2015 (English)In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 167, p. 7-14Article in journal (Refereed) Published
Abstract [en]

In Sweden the importance of sustainable development (SD) can be traced in political documents from the fundamental law down to the curriculum for different school levels. To investigate how this political objective is demonstrated in knowledge and activities among the teachers, eleven upper secondary school teachers from different subjects have been interviewed to map out their views of SD, their own beliefs and how they teach SD. The interviews have been analysed in terms of content with the Knowledge – Value – Practice model as theoretical frame. The results showed that among the interviewed teachers there existed a spectrum of views of what SD stands for, from a narrow view to a well-developed view. There were also differences in their teaching practice. All teachers stated that teaching for SD is of great importance and that they all did it in terms of their own personal definition. All of them also pointed out that even if the steering documents present SD as important, the local management of the issue is weak. The differences between the teachers’ view of SD and the weak local management generate a fundamental problem. Depending on the teachers’ own definition and content choice the pupils may get different content knowledge, perhaps not even consistent with the recognized definition of sustainable development. The schools cannot therefore be said to give the pupils an equal education in the area of SD.

Keywords
sustainable development; upper secondary school; teachers’ view; KVP model; interviews
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-27340 (URN)10.1016/j.sbspro.2014.12.635 (DOI)000361493500001 ()
Conference
The XVI International Organisation for Science and Technology Education Symposium (IOSTE Borneo 2014)
Available from: 2015-01-21 Created: 2015-01-21 Last updated: 2017-12-05Bibliographically approved
Gustafsson, P., Jonsson, G. & Enghag, M. (2015). The problem-solving process in physics as observed when engineering students at university level work in groups. European Journal of Engineering Education, 40(4), 380-399
Open this publication in new window or tab >>The problem-solving process in physics as observed when engineering students at university level work in groups
2015 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 40, no 4, p. 380-399Article in journal (Refereed) Published
Abstract [en]

The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit backward moves to earlier stages in the problem-solving process. These earlier stages are revisited by the groups for identifying sub-problems, setting parameter values or even restating the goal. We interpret this action as coming from the fact that the students have not yet developed a knowledge base and a problem-solving scheme. Connected to the backward moves in the process are opportunities for the group members to build such a knowledge base from contributions and experiences from all group members. Problem contents that induce such moves are identified and can thus be considered by science teachers when constructing problems for group work.

Keywords
problem-solving; physics; physics education; context-rich problems; collaborative learning;
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-26920 (URN)10.1080/03043797.2014.988687 (DOI)000356348200003 ()2-s2.0-84931566283 (Scopus ID)
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2017-12-05Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2666-7260

Search in DiVA

Show all publications