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  • 1.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    An example of what one teacher focuses when teaching the technology subject in Swedish compulsory school2005Konferensbidrag (Refereegranskat)
  • 2.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    En levande tradition: Teknik i år 7, 8 och 92005Ingår i: KAPET, 1(1), 43-58Artikel i tidskrift (Övrigt vetenskapligt)
  • 3.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Holistic learning in the dual education system: A study of technical vocational education in upper secondary school2010Konferensbidrag (Refereegranskat)
  • 4.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Holistiskt lärande i dubbelt utbildningssystem: En studie av teknisk gymnasial yrkesutbildning2010Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 5.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Reasons for choosing a technically oriented education: An interview study within the fields of pipefitting and industry2012Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 22, nr 3, s. 377-397Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Same syllabus - different kinds of subject2007Konferensbidrag (Refereegranskat)
  • 7.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Teknikdidaktik2011Bok (Refereegranskat)
  • 8.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Teknikundervisning i den svenska grundskolan: elever, lärare och styrdokumenten2004Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 9.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Teknikundervisning i den svenska skolan2004Ingår i: Utbilder, 1, s. 10-11Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 10.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Teknikämnets gestaltningar: En studie av lärares arbete i skolämnet teknik2008Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [sv]

    Teknikämnets gestaltningar handlar om lärares arbete med skolämnet teknik i den svenska grundskolans senare år (7-9). Studien bygger på intervjuer med fem lärare och på observationer av deras undervisningspraktik. Studien undersöker hur lärare förstår begreppet teknik och skolämnet teknik. Den undersöker också vad lärare väljer för ämnesinnehåll i teknik och hur de arbetar med detta samt vilka förmågor elever erbjuds att utveckla i ämnet teknik. Avhandlingens forskningsansats är empiriskt grundad i teknikämnets undervisningspraktik och studiens empiriska analyser grundas i narrativ analys och variationsteori.

    Det fanns ett gemensamt element i lärarnas sätt att förstå begreppet teknik: Teknik är saker som människan utvecklat för att uppfylla praktiska behov. När det gäller lärarnas sätt att förstå skolämnet teknik skiljde de sig åt mellan att förstå syftet med teknikämnet som att: (1) träna hantverksskicklighet, (2) förbereda eleverna för framtida karriärer som ingenjörer, (3) tillämpa naturvetenskap, (4) stärka flickors självförtroende och (5) intressera framtida tekniker och uppfinnare.

    Vidare tyder studien på att teknikundervisningen specifikt bidrar till att utveckla tre förmågor hos eleverna: (1) att värdera och testa funktionalitet, (2) precision och noggrannhet och (3) att bygga, konstruera och montera. De tre förmågorna tränades enbart med undervisningsinnehåll av praktisk karaktär. Den variationsteoretiska analysen visar att variationsmönstret kontrastering lämpar sig bra i ett produktionsperspektiv där det kostar att göra fel.

    Studiens övergripande resultat visar att lärares tolkningar av de officiella styrdokumenten, i kombination med deras val av undervisningsinnehåll och undervisningsmetoder, påverkar vad elever erbjuds att lära i skolämnet teknik.

    Den här studien visar att det saknas verklighetsanknytning i grundskolans teknikundervisning. För att elever ska få möjlighet att utveckla en medvetenhet om vikten av utbildning i teknikämnet, som en nyckelfaktor för framtida utveckling vad gäller natur, människa och samhälle, är det uppenbart att betydelsen av den svenska grundskolans teknikämne behöver mer uppmärksamhet från de nationella utbildningsmyndigheterna.

  • 11.
    Bjurulf, Veronica
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Teknikämnets gestaltningar: En studie av lärares arbete med skolämnet teknik2008Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The thesis deals with how technology as a school subject is presented to the pupils in the Swedish compulsory school at junior high school level. The main focus is on how teachers work with the subject matter in teaching, which is on the level of the enacted curriculum. The official documents established by the national school authorities, the intended curriculum, and the hidden curriculum are both of special interest in the study. The hidden curriculum refers to possible, but not intended consequences of the enacted curriculum for pupils’ understanding of technology as a school subject. 

              The empirical analysis of the study is based on a narrative analysis on the one hand and the variation theory on the other. The empirical data collection consists of data from: (a) interviews with five teachers and (b) a series of classroom observations, covering an entire section of each teacher’s course of the subject matter.

              The data from the interviews with these teachers indicated that they understood the concept of technology as human made artefacts aiming to satisfy practical needs. When it came to the understanding of technology as a school subject the teachers differed between understanding the aim of the subject as to: (1) practice craftsmanship, (2) prepare the pupils for future careers as engineers, (3) illustrate science, (4) strengthen girls’ technical self-confidence and (5) get the pupils interested in technology in order to become inventors in the future.

    The data from the classroom observations indicated that the teaching presented in technology gave the pupils the opportunity to develop three specific capabilities: (1) evaluate and test functionality, (2) be precise and accurate and (3) construct, build and mount. The three capabilities were possible to develop when accomplishing tasks of practical character. Results also indicated that technology as a school subject was taught in different ways depending on the teachers’ educational background, the physical learning environment and the size of the school class. Variation theory was applied as a tool in the analysis of the data from the classroom observations, i.e. the teachers’ ways of working with the subject matter. The analysis indicated that the most frequently used pattern of variation was ‘contrast’.  Through the contrast-variation the teachers managed to contrast better or worse alternatives of constructing and using artefacts. It can be argued that this pattern of variation, ‘contrast’, is the proper pattern when pupils are working with limited or expensive material.

              The overall conclusion of the study is that teachers’ interpretations of current intended curriculum and their choices of subject matter and teaching methods affect which abilities the pupils are offered to develop in technology as a school subject. Based on the results of the study it can be argued that the education and the teaching of technology lacks realism and the result is that technology as a school subject may be experienced by pupils as not very important. It is obvious that the school subject technology, as well as teaching in technology, in the Swedish compulsory school, demands more attention from the national school authorities, in order to develop the pupils’ understanding that technology as a subject is related to the future development of society and social welfare.

     

  • 12.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Vad, varför och hur?: En studie av handledning av examensarbeten inom naturvetenskap och teknik2010Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 13.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    What kinds of variation are made available in technology education?2006Konferensbidrag (Refereegranskat)
    Abstract [en]

    Five teachers from the Swedish compulsory school were interviewed about technology

    and technology as a subject in school. One field of work for each of the teachers was

    observed. The analysis is under work based on the variation theory. The aim of this

    paper is to present what kinds of variation that are made available in two teachers

    classrooms. Examples from the data show that there are different kinds of variation in

    Johns1 and Gustavs teaching, but one kind more frequent than others. In Gustavs case

    the principle-apply variation is most common, which means that there is a

    fundamental idea needed to be understood by the students, for them to be capable to

    make suitable choices and/or acts. In Johns case the most frequent kind of variation is

    the example variation. It means that the examples of a specific aspect vary. Interesting

    to discuss is how these results affect the shape of the technology subject in the two

    teachers classrooms

  • 14.
    Bjurulf, Veronica
    The Department of Physics and Electrical Engineering, Karlstad University and The Department of Social and Welfare Studies, Linköping University.
    Yrkesidentiteter : berättelser av personer på väg in i och etablerade inom rörmokeri- och industribranschen2012Ingår i: Livsberättelser: mening med identitet i tid och rum / [ed] Marie Karlsson och Héctor Pérez Prieto, Karlstad: Karlstads universitet, 2012, s. 21-41Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 15.
    Bjurulf, Veronica
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Different kinds of transfer in Technical Vocational Education2011Ingår i: PATT25: Cript 8: Perspectives on Learning in Design & Technology Education / [ed] Kay, Stables; Clare Benson; Marc de Vries, London: Goldsmiths University of London , 2011, s. 231-235Konferensbidrag (Övrigt vetenskapligt)
  • 16.
    Bjurulf, Veronica
    et al.
    Linköping University.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Hands-on material in technology education: The first cycle of a learning study2012Ingår i: Technology education in the 21st century / [ed] T. Ginner, J. Hallström & M. Hultén, Linköping University Electronic Press, 2012, s. 89-95Konferensbidrag (Refereegranskat)
    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.

  • 17.
    Bjurulf, Veronica
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Technology in Education: Ongoing research2006Konferensbidrag (Refereegranskat)
  • 18.
    Bjurulf, Veronica
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    The Importance of Interweaving Theoretical and Practical Tasks in Technology education2008Ingår i: Exploring technology education: solutions to issues in a globalised world : proceedings of the 5th Biennial International Conference on Technology Education Research held at the Crowne Plaza Surfers Paradise, Australia, 27-29 November 2008, Griffith University , 2008, s. 27-34Konferensbidrag (Refereegranskat)
  • 19.
    Bjurulf, Veronica
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Kilbrink, Nina
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Segolsson, Mikael
    Ämnet teknik i grundskolan - med empiriska exempel2009Ingår i: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, s. 100-109Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 20.
    Bjurulf, Veronica
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Rovio-Johansson, Airi
    External and internal Perspectives on Learning Object: Emergent Knowledge for Teachers Professionalization2009Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract

    The purpose is to investigate how teachers are using the subject content in order to develop students understanding of the learning object and their capabilities according to the curricula. The theoretical and the conceptual frame of the studies is the phenomenographic research approach and the variation theory, a learning theory. The variation theory is a general theory about the specific content. On the one hand the analytical tools of the variation theory are possible to use in the analysis of the teachers way of working with the learning object. On the other hand, the theory sets out to uncover the different ways in which students experiences the learning object (Marton and Booth, 1997; Marton and Tsui, 2004; Lo et al., 2005, Rovio-Johansson, A. and Lumsden, M., 2007). Two examples from different studies are used to illustrate (1) the teachers way of moulding a learning object in teaching technology in compulsory school and (2) students understanding of the learning object identified in a problem solving process in an examination in Management accounting during their second semester at higher education.

    In the first example empirical data are collected from five teachers teaching technology at Swedish junior high schools, pupils aged 13-15 (Bjurulf, 2008). Variation theory was applied as a tool in the analysis of the data from the classroom observations, i.e. the teachers ways of working with the subject matter. The analysis indicated that the most frequently used pattern of variation was contrast. Through the contrast-pattern the teachers managed to contrast better or worse alternatives of construction and the use artefacts. It can be argued that this contrast-pattern of variation is the proper pattern when pupils are working with limited or expensive material. Results also indicated that technology as a school subject was taught in different ways depending on the teachers educational background, the physical learning environment and the size of the school class.

    In the second example, empirical data are collected from a sample of students taking part in a Swedish three year undergraduate programme in Business, during their second semester (Rovio-Johansson and Johansson, 2006). The study uses the theoretical framework of variation theory and focuses on the students understandings of a basic concept in Management accounting during students second semester. Drawing on extensive interview material of semi-structured interviews and students´ solutions of a specific examination problem, the analysis revealed three qualitatively different categories illustrating in which ways the students understood the concept return on investment. The learning object and its critical aspects were identified as qualitative categories of descriptions, hierarchically organised.

    The empirically grounded didactic knowledge indicates that educationally critical aspects of the learning object, observed by the researcher or experienced by the students, may aid educators and teachers how to reorganize curricula, courses and teaching in order to enhance the quality of learning and teaching opportunities offered the students. Implications of the findings are promoted as means to accomplish further investigations of teachers ways of using the subject matter and students understanding of the learning object in subject matter areas.

  • 21.
    Jonsson, Gunnar
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Technology in pre-school and primary school analyzed in a degree project perspective2009Ingår i: Strengthening the Position of Technology Education in the Curriculum: Proceedings PATT-22 ConferenceDelft, the Netherlands, August 24-28, 2009 / [ed] Arien Bekker, Ilja Mottier & Marc J. de Vries, ITEEA , 2009, s. 262-269Konferensbidrag (Refereegranskat)
    Abstract [en]

    Today, technology is a very important part of our society, further more it has be-come apparent that an early start with this subject is important to arouse young peoples interest. Therefore, also preschool educators and teacher for the early years of primary school need knowledge in technology. In that sense it is worrying to read the report on the new syllabus for teacher education in Sweden (SOU 2008:109), since the subject syllabus for technology has been strongly reduced for these categories of teachers.

    Technology is a relatively young school subject in Sweden. It has been compulsory in the Swedish curriculum since 1980 (Skolöverstyrelsen, 1980), with its own syl-labus since 1994 (Utbildningsdepartementet, 1994). Therefore, some of the teach-ers teaching the subject today lack experience of being taught technology them-selves. In addition, many of them have only little or no background education in the subject at all (Bjurulf, 2005; Teknikföretagen, 2005). In the first Swedish cur-riculum for preschool, technology is mentioned only once: Develop their ability to build, create and design using different materials and techniques (Utbildningsde-partementet, 2006, p 9). This raises questions about how technology in preschool and school settings is presented to the children.

    The purpose of the study is to find out how technology in the Swedish preschools and primary schools, is construed in degree projects in the frame of the teacher training programme at Karlstad University (2007-2008).

    The results from this study indicate that there is a need of skills development by educators, both in pre- and primary school, concerning technology. This may be the reason why the trainee teachers themselves carry through exercises in technology, in the frame of their degree projects.

    The results also indicate differences between boys and girls, where the boys focus more on functional aspects during their construction work, while the girls focus more on the appearance of the artifacts. Preschools that are organized from a gen-der perspective encourage children to play in a more varying way. When the pre-schools are organized in a traditional way, with dolls rooms and building rooms, the girls often misses the chance to play with construction toys.

  • 22.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Teoretiska och praktiska uppgifter i teknikundervisningen2009Ingår i: Cetis ,Norrköping, nr 1, s. 1-5Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 23.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik. Linköping university.
    Transfer of knowledge in technical vocational education: A narrative study in Swedish upper secondary school2013Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, nr 3, s. 519-535Artikel i tidskrift (Refereegranskat)
    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.

  • 24.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013).
    Baartman, L. K. J.
    Utrecht university of applied sciences, The Netherlands.
    de Bruijn, E.
    Utrecht university of applied sciences, The Netherlands.
    Transfer of learning in Swedish technical vocational education: student experiences in the energy and industry programmes2018Ingår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 70, nr 3, s. 455-475Artikel i tidskrift (Refereegranskat)
    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.

  • 25.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för fysik och elektroteknik.
    Baartman, Liesbeth
    Faculty of Education of Utrecht University of Applied Sciences, the Netherlands.
    de Bruijn, Elly
    Utrecht University and HU University of Applied Sciences, Utrecht.
    Students’ experiences of factors for transfer in technical vocational education: A narrative study in Swedish upper secondary school2012Manuskript (preprint) (Övrigt vetenskapligt)
    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.

  • 26.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Blomberg, Ingela
    Älvstranden Bildningscentrum.
    Heidkamp, Anja
    Älvstranden Bildningscentrum.
    Hollsten, Ann-Christin
    Älvstranden Bildningscentrum.
    Learning a specific content in technology education: Learning Study as collaborative method in Swedish preschool class using hands-on material 2014Ingår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 24, nr 3, s. 241-259Artikel i tidskrift (Refereegranskat)
    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.

  • 27.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Bjurulf, Veronica
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013). Swedish National Agency for Education, Stockholm, Sweden.
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Tengberg, Michael
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Experiences of Educational Content in Swedish Technical Vocational Education: Examples from the Energy and Industry programmes2014Ingår i: International Journal of Training Research, ISSN 1448-0220, Vol. 12, nr 2, s. 122-131Artikel i tidskrift (Refereegranskat)
    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

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