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Andrée, M., Anderhag, P., Björnhammer, S. & Salomonsson, N. (2024). Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming. Frontiers in Education, 9, Article ID 1291070.
Open this publication in new window or tab >>Aesthetic experience in technology education – the role of aesthetics for learning in lower secondary school robotic programming
2024 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 9, article id 1291070Article in journal (Refereed) Published
Abstract [en]

Introduction: Within the technology education research field, aesthetics has primarily been treated as either related to artifacts, design processes and innovation, or as related to students’ enjoyment, appreciation, and participation in technology and technology education. This study focuses on the role of aesthetics in technology learning more specifically the learning of programming. Previous research has pointed to aesthetics as important for the learning of programming, e.g., that programming activities in higher education typically involve experiences of frustration. While previous research is primarily based on student reports, there is a need for further exploration of processes of learning to program. The aim of this study is to explore the role of aesthetics for student learning to program in and what these processes may mean in relation to a disciplinary aesthetics of the technology subject.

Methods: The study was part of a design-based study with the overall purpose to develop the teaching of programming in lower secondary school. Data was collected from a programming task designed and implemented in school-year 9 (the students were aged 15–16) in Technology in two lower secondary classes. In total, three teachers participated in the implementation. The students pair-programmed Lego robots that should perform specific movements, such as following a curved line. Each group recorded their coding process along with audio, resulting in videos that documented the gradual evolution of their programs. These videos, capturing the real-time programming and associated student and teacher conversations, serve as the data for this study. In order to analyze the role of aesthetics in classroom conversations a Practical Epistemology Analysis was applied.

Results: The results show that aesthetic judgments were important for orienting learning toward (1) the movement of the robot and (2) the ways to be in the programming activity. During the programming activity, the students expressed feelings of frustration but also joy and humor.

Discussion: The findings concur with previous research and contribute to further understanding the role of negative and positive aesthetic experiences in the teaching and learning of programming. The importance of the objects of aesthetic experience found in this study are discussed as part of a disciplinary aesthetic of programming.

Keywords
aesthetic experience, programming, technology education, robot programming, disciplinary aesthetics
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-226719 (URN)10.3389/feduc.2024.1291070 (DOI)001173859700001 ()2-s2.0-85186258813 (Scopus ID)
Projects
Stockholm Teaching & Learning Studies (STLS)
Available from: 2024-02-16 Created: 2024-02-16 Last updated: 2024-05-16Bibliographically approved
Persson, K., Andrée, M. & Caiman, C. (2024). Making kin in the forest: explorations of ecological literacy trough contemplative practices in a Swedish folk high school. Environmental Education Research
Open this publication in new window or tab >>Making kin in the forest: explorations of ecological literacy trough contemplative practices in a Swedish folk high school
2024 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study is about the use of contemplative practices in forest fieldwork and how such practices could support the growth of ecological literacy. Ecological literacy is explored by employing Donna Haraway’s notions of becoming-with and companion species. The study is based on fieldwork with a group of adult learners attending a folk high school in Sweden. The participants are followed as they encounter and are becoming-with species of the forest. The empirical material consists of video- and audio-recordings. The results provide a narrative of forest encounters, environmental concerns and dreams about the simple harmonic life. The forest fieldwork thus provides a site for elaborating a more inclusive ethics and teaching strategies where nonhuman-human relational aspects become center to ecological literacy. The results suggest that folk high school environmental education could be used as a source of inspiration in disrupting the practices of compulsory science education.

Keywords
Ecological literacy, forest fieldwork, folk high school, contemplative practices, becoming-with, SDG 15 life on land
National Category
Pedagogy
Identifiers
urn:nbn:se:su:diva-226531 (URN)10.1080/13504622.2024.2309587 (DOI)001150715900001 ()2-s2.0-85183920268 (Scopus ID)
Available from: 2024-02-14 Created: 2024-02-14 Last updated: 2024-02-26
Hansson, L. & Andrée, M. (2023). Att tänka på när du får tag i gratismaterial för undervisning. Bi-lagan, 2023(2), 22-23
Open this publication in new window or tab >>Att tänka på när du får tag i gratismaterial för undervisning
2023 (Swedish)In: Bi-lagan, E-ISSN 2000-8139, Vol. 2023, no 2, p. 22-23Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-220308 (URN)
Projects
Industriinitiativ i skolan
Funder
Swedish Research Council, 2017-03657
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2023-09-07Bibliographically approved
Anderhag, P., Andrée, M., Björnhammer, S. & Gåfvels, C. (2023). Den praktiknära forskningens bidrag till läraryrkets kunskapsbas: en analys av kunskapsprodukter från kollaborativ didaktisk forskning. Pedagogisk forskning i Sverige
Open this publication in new window or tab >>Den praktiknära forskningens bidrag till läraryrkets kunskapsbas: en analys av kunskapsprodukter från kollaborativ didaktisk forskning
2023 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed) Epub ahead of print
Abstract [sv]

Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.

Keywords
Praktiknära forskning, ämnesdidaktik, undervisningsutveckling, profession, kunskapsbas
National Category
Didactics Pedagogy
Research subject
Didactic Science for Teachers and Teaching Professions
Identifiers
urn:nbn:se:su:diva-219233 (URN)
Available from: 2023-07-18 Created: 2023-07-18 Last updated: 2023-08-16
Olander, J., Stenberg, C., Stenlund, S. & Andrée, M. (2023). Didactic Reasoning about Using Chemicals in Teaching Upper Secondary Chemistry. Journal of Chemical Education, 100(1), 45-52
Open this publication in new window or tab >>Didactic Reasoning about Using Chemicals in Teaching Upper Secondary Chemistry
2023 (English)In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 100, no 1, p. 45-52Article in journal (Refereed) Published
Abstract [en]

Chemicals are characteristic of chemistry education practices at all educational levels. The aim of this study is to explore teachers‘ didactic rationales when reasoning about the use of chemicals in their teaching practice. Experienced upper secondary chemistry teachers in Sweden were interviewed about their considerations regarding why, when, and how they use (or do not use) chemicals, in particular, hazardous chemicals. A qualitative content analysis was conducted. The results reveal that the teachers’ reasoning about their uses of chemicals is multifaceted and draws on student learning, teacher perspectives, traditions, and practical conditions. The results may be used to support teachers’ didactic analysis when planning practical work in chemistry education, both in preservice teacher education and continuous professional development. 

Keywords
High School/Introductory Chemistry, Chemical Education Research, Safety, Hazards, Hands-On Learning, Manipulatives, Laboratory Management, Green Chemistry
National Category
Chemical Sciences Educational Sciences
Identifiers
urn:nbn:se:su:diva-213124 (URN)10.1021/acs.jchemed.2c00511 (DOI)000890473600001 ()2-s2.0-85142662384 (Scopus ID)
Available from: 2022-12-20 Created: 2022-12-20 Last updated: 2023-01-30Bibliographically approved
Andrée, M. & Hansson, L. (2023). Gratis undervisningsresurser från industriföretag kräver didaktiska överväganden. ATENA Didaktik
Open this publication in new window or tab >>Gratis undervisningsresurser från industriföretag kräver didaktiska överväganden
2023 (Swedish)In: ATENA Didaktik, E-ISSN 2003-3486Article in journal (Other academic) Published
Abstract [sv]

Det finns många olika aktörer som engagerar sig i skolans undervisning i naturvetenskap och teknik – inte minst från industrin. I denna artikel presenterar vi resultat från vårt forskningsprojekt som visar att detta kan innebära intressekonflikter mellan privata och allmänna intressen. Vi presenterar även ett ramverk från samma projekt som kan fungera som stöd för lärare för att göra didaktiska överväganden kring denna typ av undervisningsresurser.

National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-220309 (URN)10.3384/atena.2023.4729 (DOI)
Projects
Industriinitiativ i skolan
Funder
Swedish Research Council, Vete2017-03657
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2023-10-13Bibliographically approved
Andrée, M. & Hansson, L. (2023). Inviting the petrochemical industry to the STEM classroom: messages about industry–society–environment in webinars. Environmental Education Research
Open this publication in new window or tab >>Inviting the petrochemical industry to the STEM classroom: messages about industry–society–environment in webinars
2023 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article reports from a study of what messages concerning industry–society–environment are communicated to secondary students when they participate in webinars with representatives from the petrochemical industry. The webinars are conceptualised as part of an arena for governing science education and the messages as companion meanings. Empirically, the study is set in a context of online webinars on the topic of careers in the petrochemical industry. The webinars target students across the European Union (EU). The analysis reveals two main themes of companion meanings concerning what relations between industry–society–environment are communicated: a) the petrochemical industry as safeguarding modern life, and b) the petrochemical industry as essential for the solving of environmental problems. The companion meanings conveyed are not at all neutral but instead a means to influence the attitudes and choices of young people. The themes are discussed in relation to the overall democracy and citizenship aims of education. That the webinars claim to address the topic of careers and that they are part of an initiative sanctioned by a governmental authority (the EU) might contribute to teachers and students lowering their guard in relation to potentially biased messages. 

Keywords
environment, industry, STEM education, education policy, educational governing, European Union
National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-214630 (URN)10.1080/13504622.2023.2168623 (DOI)000915971900001 ()2-s2.0-85147016698 (Scopus ID)
Funder
Swedish Research Council, VR 2017-03657
Available from: 2023-02-07 Created: 2023-02-07 Last updated: 2023-10-04
Björnhammer, S., Anderhag, P., Andrée, M. & Planting-Bergloo, S. (2022). Att utveckla undervisning om systematiska undersökningar: – erfarenheter från några forskningsprojekt. LMNT-nytt, 2022(3), 4-7
Open this publication in new window or tab >>Att utveckla undervisning om systematiska undersökningar: – erfarenheter från några forskningsprojekt
2022 (Swedish)In: LMNT-nytt, ISSN 1402-0041, Vol. 2022, no 3, p. 4-7Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Laborativa moment är centrala inslag i grundskolans och gymnasiets naturvetenskapliga undervisning. Denna artikel presenterar några exempel på aktiviteter inom forskningsplattformen Stockholm Teaching & Learning Studies, STLS.

National Category
Didactics
Identifiers
urn:nbn:se:su:diva-213461 (URN)
Available from: 2023-01-04 Created: 2023-01-04 Last updated: 2023-01-11Bibliographically approved
Persson, K., Andrée, M. & Caiman, C. (2022). Down-to-earth ecological literacy through human and nonhuman encounters in fieldwork. The Journal of Environmental Education, 53(2), 99-116
Open this publication in new window or tab >>Down-to-earth ecological literacy through human and nonhuman encounters in fieldwork
2022 (English)In: The Journal of Environmental Education, ISSN 0095-8964, E-ISSN 1940-1892, Vol. 53, no 2, p. 99-116Article in journal (Refereed) Published
Abstract [en]

This study explores how fieldwork can contribute to the development of ecological literacy and draws on actor-network theory and science studies which imply an understanding of agency as being distributed. The aim is to explore the consequences of the human-nonhuman encounters in fieldwork practice for the growth of ecological literacy. The explorations employ Bruno Latour’s concept of “the terrestrial attractor” and its potential contributions to environmental education. The study is based on a field trip to experience black grouse lekking in Östergötland, Sweden. The empirical material consists of video- and audio-recordings. The results show two dimensions of encounters: (1) ways of initiating encounters, and (2) the human-learner actant configurations involved. The dimensions of encounters afford contributions to ecological literacy. 

Keywords
ecological literacy, ethology, fieldwork, new materialism, nonhuman-human encounters, Sweden
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-202911 (URN)10.1080/00958964.2022.2046534 (DOI)000769364000001 ()2-s2.0-85126722000 (Scopus ID)
Available from: 2022-03-16 Created: 2022-03-16 Last updated: 2022-05-11Bibliographically approved
Persson, K., Andrée, M. & Caiman, C. (2022). Dreams, facts and contemplation – on fieldwork in ecology as reflective practices. In: : . Paper presented at XX IOSTE International Symposium 2022, 25-29 July, 2022, Recife, Brazil..
Open this publication in new window or tab >>Dreams, facts and contemplation – on fieldwork in ecology as reflective practices
2022 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The aim of this study is to explore the role of reflective practices in ecology fieldwork for supporting learners’ senses of care and compassion with companion species. The study draws on the works of Donna Haraway regarding (human) becoming with companion species. The study is an ethnography based on participant observation during fieldwork in a folk-high-school course in Sweden. The analysis focusses how the adult learners are becoming with companion species and draw on the notion of string figures. The preliminary results show three string figures of how the adult learners are becoming with companion species in the reflective practices: A string figure of contemplation with companion species, A factual string figure of ecology, questions and concerns, and A string figure of dreams about the simple harmonic life. The results indicate that reflective practices in ecology fieldwork might contribute to mitigating (self)destructive relations to the Earth through science education.

National Category
Didactics
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-220381 (URN)
Conference
XX IOSTE International Symposium 2022, 25-29 July, 2022, Recife, Brazil.
Available from: 2023-08-26 Created: 2023-08-26 Last updated: 2023-08-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5574-8636

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