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Bjurulf, Veronica
Publications (10 of 27) Show all publications
Kilbrink, N., Bjurulf, V., Baartman, L. K. & de Bruijn, E. (2018). Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes. Journal of Vocational Education and Training, 70(3), 455-475
Open this publication in new window or tab >>Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes
2018 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 70, no 3, p. 455-475Article in journal (Refereed) Published
Abstract [en]

One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
school and workplace learning, students’ experiences, technical vocational education, transfer, upper secondary school, Vocational education
National Category
Learning
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66528 (URN)10.1080/13636820.2018.1437064 (DOI)000445079100007 ()2-s2.0-85041539219 (Scopus ID)
Available from: 2018-03-02 Created: 2018-03-02 Last updated: 2019-11-25Bibliographically approved
Kilbrink, N., Bjurulf, V., Olin-Scheller, C. & Tengberg, M. (2014). Experiences of Educational Content in Swedish Technical Vocational Education: Examples from the Energy and Industry programmes. International Journal of Training Research, 12(2), 122-131
Open this publication in new window or tab >>Experiences of Educational Content in Swedish Technical Vocational Education: Examples from the Energy and Industry programmes
2014 (English)In: International Journal of Training Research, ISSN 1448-0220, Vol. 12, no 2, p. 122-131Article in journal (Refereed) Published
Abstract [en]

In this study, teachers and workplace supervisors in two vocational programmes at a Swedish upper secondary school were interviewed about their experiences of what is important to teach and learn during vocational education. The interviews were analysed thematically by the qualitative method analysis of narratives concerning what the informants talked about concerning the educational content.

The told experiences of educational content concern five themes: basic knowledge, assessment, different educations, interest and integration of theory and practice. These themes relates to different levels of knowledge, from basic knowledge to learning to learn.

Read More: http://pubs.e-contentmanagement.com/doi/abs/10.5172/ijtr.2014.12.2.122

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
educational content, employability, experiences, technical vocational education, qualitative methodology
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-34763 (URN)10.1080/14480220.2014.11082035 (DOI)
Available from: 2014-12-10 Created: 2014-12-10 Last updated: 2017-12-05Bibliographically approved
Kilbrink, N., Bjurulf, V., Blomberg, I., Heidkamp, A. & Hollsten, A.-C. (2014). Learning a specific content in technology education: Learning Study as collaborative method in Swedish preschool class using hands-on material . International journal of technology and design education, 24(3), 241-259
Open this publication in new window or tab >>Learning a specific content in technology education: Learning Study as collaborative method in Swedish preschool class using hands-on material 
Show others...
2014 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, no 3, p. 241-259Article in journal (Refereed) Published
Abstract [en]

This article describes the process of a learning study conducted in technology education in a Swedish preschool class. The learning study method used in this study is a collaborative method, where researchers and teachers work together as a team concerning teaching and learning about a specific learning object. The object of learning in this study concerns strong constructions and framed structures. This article describes how this learning study was conducted and discusses reflections made during the process. Furthermore, we discuss how the learning study method could be implemented in technology education using hands-on material. Some of the results point to problems of delimiting an object of learning in technology education using hands-on material and the complexity in the relation between content and context in learning. The results also show benefits from the collaborative method where researchers and teachers work together with regards to specific learning content in the technology classroom.

Place, publisher, year, edition, pages
Amsterdam: Springer Netherlands, 2014
Keywords
Collaborative method, Learning content, Learning study, Preschool class, Strength, Technology education
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-31676 (URN)10.1007/s10798-013-9258-4 (DOI)000340488800001 ()
Available from: 2014-03-11 Created: 2014-03-11 Last updated: 2017-12-05Bibliographically approved
Kilbrink, N. & Bjurulf, V. (2013). Transfer of knowledge in technical vocational education: A narrative study in Swedish upper secondary school. International journal of technology and design education, 23(3), 519-535
Open this publication in new window or tab >>Transfer of knowledge in technical vocational education: A narrative study in Swedish upper secondary school
2013 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, no 3, p. 519-535Article in journal (Refereed) Published
Abstract [en]

In vocational education, teaching and learning are expected to take place in the different learning arenas; schools and workplaces. In such a dual school system, the question of transfer is vital, i.e. how to use knowledge learned in previous situations in new situations. This article is an empirical contribution to research concerning transfer, by means of results from semi-structured group interviews with teachers and supervisors who educate students in the Energy program and the Industry program in Swedish upper secondary school. The interviews were analysed by analyses of narratives. The results show four themes of transfer in the interviews: (1) transfer of basic knowledge, (2) transfer of principles and skills, (3) transfer of written materials and real life and (4) transfer of experiences. The results also show three factors that are crucial in order to create possibilities for transfer: (1) communication, (2) financial resources and (3) reflection. These factors demand close cooperation between the teachers and supervisors during the students’ vocational education.

Place, publisher, year, edition, pages
Springer Netherlands, 2013
Keywords
Analysis of narratives, Phenomenology of the life-world, Technical oriented education, Transfer, Upper secondary school, Vocational education
National Category
Didactics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-16366 (URN)10.1007/s10798-012-9201-0 (DOI)000323672000003 ()
Available from: 2013-01-15 Created: 2013-01-15 Last updated: 2017-12-06Bibliographically approved
Bjurulf, V. & Kilbrink, N. (2012). Hands-on material in technology education: The first cycle of a learning study. In: T. Ginner, J. Hallström & M. Hultén (Ed.), Technology education in the 21st century: . Paper presented at The PATT 26 Conference : Pupil's Attitude Towards Technology, Stockholm, Sweden, 26-30 June 2012 (pp. 89-95). Linköping University Electronic Press
Open this publication in new window or tab >>Hands-on material in technology education: The first cycle of a learning study
2012 (English)In: Technology education in the 21st century / [ed] T. Ginner, J. Hallström & M. Hultén, Linköping University Electronic Press, 2012, p. 89-95Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this paper is to describe the first cycle of a learning study in technology education, using a hands-on material, in a Swedish preschool class, i.e. pupils at the age of six. The study was conducted by three teachers and two researchers during fall 2011. Within a learning study, the pupils’ learning is in focus in order to find out the opportunities and obstacles in teaching. The teachers and researchers are working in close cooperation when planning, observing, analysing and revising a specific lesson in which a specific learning object is dealt with. The learning study described in this paper, was carried out with starting-point in the revised Swedish curricula, launched in fall 2011. The results show that the use of a hands-on material may obstruct the view of the learning object, if the pupils are not able to manage the material. The results also indicate that an unsupported practical oriented task could prevent the intended learning object to appear for the pupils.

Place, publisher, year, edition, pages
Linköping University Electronic Press, 2012
Series
Linköping electronic conference proceedings, ISSN 1650-3686, E-ISSN 1650-3740 ; 73
Keywords
framed structures, learning content, learning study, preschool class, technology education
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-16368 (URN)978-91-7519-849-1 (ISBN)
Conference
The PATT 26 Conference : Pupil's Attitude Towards Technology, Stockholm, Sweden, 26-30 June 2012
Available from: 2013-01-15 Created: 2013-01-15 Last updated: 2017-10-30Bibliographically approved
Bjurulf, V. (2012). Reasons for choosing a technically oriented education: An interview study within the fields of pipefitting and industry. International journal of technology and design education, 22(3), 377-397
Open this publication in new window or tab >>Reasons for choosing a technically oriented education: An interview study within the fields of pipefitting and industry
2012 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 22, no 3, p. 377-397Article in journal (Refereed) Published
Abstract [en]

The article examines how professionals within technical businesses describe their ways into their trade and why they have remained. Semi-structured interviews, analyzed by analysis of narratives, have been conducted with six informants within pipefitting and industrial work aiming to understand how technically oriented professions can attract young potentials into the field. The results from the study are thus a contribution within the field of vocational education, in order to understand why youths should consider to study the Energy Programme or the Industry Programme at upper secondary school. The results show that factors that influence people to start working within technically oriented trades are:

  1. to use your hands to screw things together,
  2. to get an income and
  3. if relatives work in the branch.

Based on the study it is not obvious to young people what they want to do when they have graduated. But the study also shows that even though the choice of careers is not obvious from the beginning people who chose the field of pipefitting or industry remain for many years.This implies that programmes for recruitment could use the advantages shown in this study for arguments to increase the amount of students who chose the technically oriented educations. The reasons for staying in the professions are:

  1. variation and freedom,
  2. creativity and influence and
  3. you get to work with your hands.

This significant content within the technically oriented trades contribute with specific arguments for promotion of the plumbing and industrial work in particular and also for the technical trades and technical education in general.

Place, publisher, year, edition, pages
New York, NY 10013: Springer, 2012
Keywords
Analysis of narratives, Industry, Pipefitting, Technically oriented education, Upper secondary school, Vocational education
National Category
Didactics
Research subject
Physics
Identifiers
urn:nbn:se:kau:diva-6504 (URN)10.1007/s10798-010-9141-5 (DOI)000307271800008 ()
Note

The final publication is available at www.springerlink.com

Available from: 2012-12-10 Created: 2010-10-28 Last updated: 2017-12-12Bibliographically approved
Kilbrink, N., Bjurulf, V., Baartman, L. & de Bruijn, E. (2012). Students’ experiences of factors for transfer in technical vocational education: A narrative study in Swedish upper secondary school.
Open this publication in new window or tab >>Students’ experiences of factors for transfer in technical vocational education: A narrative study in Swedish upper secondary school
2012 (English)Manuscript (preprint) (Other academic)
Abstract [en]

In technical vocationaleducation, carried out both in school and as workplace training, it isimportant to study how the different learning arenas contribute to the students’learning and how the students can build further on their previous knowledge andlearn for an unknown future. This research therefore provides empirical resultsfrom the learners’ point of view. This article concerns students’ experiencesof factors for transfer in the different learning arenas during technicalvocational education in Swedish upper secondary school. The research questionexamined is: What factors for transferappear in students’ narratives of learning at school and workplaces intechnical vocational education? Theory and method in this study refer tophenomenology of the life-world and narrative tradition. Interviews withstudents were conducted in two different vocational programs: the Energy andIndustry programs. Through an analysis of narratives, three different factorsfor transfer were identified: Learning atschool, Practical experiences and Holisticlearning. The results display how teachers and supervisors could supportstudents in achieving transfer, the students’ need for theoretical knowledgeabout the learning objects, as well as improving learning through variation inlearning arenas and situations.

Keywords
Analysis of narratives, Phenomenology of the life-world, Students' Experiences, Technical vocational education, Transfer, Upper secondary school
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-16367 (URN)
Available from: 2013-01-15 Created: 2013-01-15 Last updated: 2015-12-29Bibliographically approved
Bjurulf, V. (2012). Yrkesidentiteter : berättelser av personer på väg in i och etablerade inom rörmokeri- och industribranschen. In: Marie Karlsson och Héctor Pérez Prieto (Ed.), Livsberättelser: mening med identitet i tid och rum (pp. 21-41). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Yrkesidentiteter : berättelser av personer på väg in i och etablerade inom rörmokeri- och industribranschen
2012 (Swedish)In: Livsberättelser: mening med identitet i tid och rum / [ed] Marie Karlsson och Héctor Pérez Prieto, Karlstad: Karlstads universitet, 2012, p. 21-41Chapter in book (Other academic)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2012
Series
Karlstad University Studies, ISSN 1403-8099 ; 8
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-12382 (URN)
Available from: 2012-03-20 Created: 2012-03-20 Last updated: 2012-05-23Bibliographically approved
Bjurulf, V. & Kilbrink, N. (2011). Different kinds of transfer in Technical Vocational Education. In: Kay, Stables; Clare Benson; Marc de Vries (Ed.), PATT25: Cript 8: Perspectives on Learning in Design & Technology Education. Paper presented at PATT25 & Cript 8 : Perspectives on Learning in Design & Technology Education, London, 1-5 July 2011 (pp. 231-235). London: Goldsmiths University of London
Open this publication in new window or tab >>Different kinds of transfer in Technical Vocational Education
2011 (English)In: PATT25: Cript 8: Perspectives on Learning in Design & Technology Education / [ed] Kay, Stables; Clare Benson; Marc de Vries, London: Goldsmiths University of London , 2011, p. 231-235Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
London: Goldsmiths University of London, 2011
Keywords
narrative, technical vocational education, theory and practice, transfer of knowledge, upper secondary school
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-12077 (URN)978-­1-­906897-­10-­9 (ISBN)
Conference
PATT25 & Cript 8 : Perspectives on Learning in Design & Technology Education, London, 1-5 July 2011
Projects
LISA (Learning In Several Arenas)
Available from: 2012-03-08 Created: 2012-03-08 Last updated: 2014-12-09Bibliographically approved
Bjurulf, V. (2011). Teknikdidaktik. Norstedts Förlag
Open this publication in new window or tab >>Teknikdidaktik
2011 (Swedish)Book (Refereed)
Place, publisher, year, edition, pages
Norstedts Förlag, 2011. p. 224
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-10462 (URN)9789113028439 (ISBN)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2016-08-12Bibliographically approved
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