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  • 1.
    Andersén, Annelie
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Enochsson, Ann-Britt
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Söderlind, Linda
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Ådefors, Annica
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Lärares erfarenheter av att arbeta med digital teknik i gränslandet mellan skola och APL2018Konferansepaper (Fagfellevurdert)
  • 2.
    Asghari, Hamid
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    "Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning2018Inngår i: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner, Karlstad: Karlstads universitet, 2018, s. 95-104Kapittel i bok, del av antologi (Fagfellevurdert)
  • 3.
    Asghari, Hamid
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Två yrkeslärares berättelser om bedömningshandlingar på industritekniska programmet2018Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, nr 1, s. 23-44Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The focus of this study is on two vocational teachers´ stories of grade assessment. The teachers are Leif and Johnny, who teach in the industrial technology programme in two different upper secondary schools in Sweden. The research method we use in the study is life stories. From the vocational teachers’ stories emerge different categories of assessment criteria that show different considerations, as compared to the national knowledge requirements, when grading students with one of the five pass grades. The categories for passing grades are: the grade awarded as a prize rating, the grade awarded as being an okay-guy, the grade awarded in advance, and the grade awarded as a last chance. The categories show that the vocational teachers Leif and Johnny, in their assessment documents, do not always comply with the requirements that the syllabus and steering documents put on the knowledge assessment. Leif and Johnny use different forms of knowledge measurements when grading their students with passing grades. The forms are based on their social relations with their students.

  • 4.
    Asplund, Stig-Börje
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education2018Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 1, s. 1-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school

  • 5.
    Asplund, Stig-Börje
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    "Man får lura hjärnan lite": Motsvets och yrkeslärande i teknisk gymnasial utbildning2015Konferansepaper (Fagfellevurdert)
  • 6.
    Asplund, Stig-Börje
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    "Men röret svänger ju" - om yrkeslärande i svetsundervisning2017Konferansepaper (Annet vitenskapelig)
  • 7.
    Asplund, Stig-Börje
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Teaching and Learning How to Weld in Interaction: Professional Development2018Konferansepaper (Fagfellevurdert)
  • 8.
    Asplund, Stig-Börje
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Axelsson, Jan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Uncovering the Melt: Results from an Action-Oriented Learning Study on Welding in Vocational Education2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation reports some preliminary resultsfrom the ongoing study Learning to weld in vocational education, funded by the Swedish Institute for Educational Research, with the overall aim to examine the relation between teaching and learning in vocational education with a specific focus on learning to weld. The study is conducted as an action-oriented learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school, and it responds to the request for more practice-based school research aiming for developing teacher’s teaching on a scientific basic (cf Brante et al, 2015; Carlgren, 2017; Lo, 2014; Postholm, 2018;SFS 2010:800). Action-oriented learning studies in iterative circles, where teachers themselves have been involved in formulating the research questions, and where there is a strong focus on the object of learning (what the students are supposed to learn) have been proven to be effective approaches in which teachers can change and develop their teaching practices and their professional learning, based on a theoretical framework (Brante et al., 2015; Pang & Ling, 2012). Hence, learning studies have been emphasised as a solid base for teachers’ professional development as well as improving students’ learning (Pang & Ling, 2012). Learning studies have also been proven to be a fruitful tool for implementing and increasing our understanding of the use of theory in practice, but according to Lo (2012) there is a need to conduct learning studies in more subject areas than what has previously been done. One of these research fields where there is a lack of learning studies and where research that has a specific focus on learning content is sparse is within the field of vocational education. This is something that we will focus on in this presentation, in which we will highlight results from the process of three iterative cycles in which theories gradually have been incorporated in the teacher’s didactical approach when teaching how to TIG-weld.

    In the study, the teaching, as well as the research, is planned, conducted and analysed in three iterative cycles inspired by the Learning study method (cf. Pang & Ling, 2012), and is based on two theoretical frameworks; Conversation Analysis (CA) (cf. Sidnell & Stivers, 2013), and Variation Theory (VT) (cf. Marton & Tsui, 2004). Our approach is in line with the content-centered CA-studies that aim to capture interactional practices linked to learning a specific content or practice (cf. Rusk et al., 2015). This means that our focus in our study is on how the teacher and the students orient to the specific object of learning (OoL) of how to TIG-weld, and how the teacher and students adapt and change their participation in the unfolding interaction regarding how to TIG-weld, and where the VT can help us examine the enacted OoL in great detail. 

    The specific aim with this presentation is to examine how the teacher is orienting towards the learning content by exemplifying one of the critical aspects of the OoL – the melt - when teaching how to TIG-weld during the process of three iterative cycles. Through concrete empirical examples from video recorded lessons we will explore not only how the theoretical perspectives (Conversation Analysis and Variation Theory Analysis; which we have chosen to term CAVTA) can be used together and integrated in practice when analysing the teaching and interaction, but also how these theories can be used as didactical tools for teachers when planning, executing, and evaluating their own teaching.

    Method

    Our study is based on a close collaboration between two university based researchers, and one vocational teacher at an upper secondary school. The teaching that the vocational teacher conducts is planned, executed, and analysed in three iterative cycles, inspired by the Learning study method (cf. Kilbrink et al., 2014; Pang & Ling, 2012). Usually, a learning study has its theoretical base in the variation theory and a key feature in the method is the strong emphasis on the learning content (referred to as the object of learning). In a Learning study, the teaching of this OoL should be planned, executed and analysed in specific steps in iterative cycles; pre-testing, planning, teaching, post-testing, analysing and revising (Ko, 2018). In our study, however, the pre- and post-testing has been removed, and instead a CA approach has been added to the variation theory in order to analyse how welding competences are displayed, developed and learned in the actual teaching situations. Approaching the data from a CA’s understanding of participation and social organisation can help us explore the learning processes that take shape in the interaction from an emic perspective (Duranti, 1997). Furthermore, CA can also add another dimension of how the OoL can be varied in the interaction between the teacher and students when using different semiotic resources (cf. Asplund & Kilbrink, 2018; Kilbrink & Asplund, 2018). The teaching that has been conducted in the study has been planned by the teacher, in dialogue with researchers, and each cycle lesson (with three focus students participating in each cycle) has been video recorded. These recordings have been analysed by the researchers at a primary stage, then analysed by the researchers and the teaching vocational teacher together. Based on these analyses, primarily based on a CAVTA perspective, the teacher, together with the researchers, worked on new teaching strategies that were to be incorporated into the teacher’s didactic approach towards cycle 2. In the second and third cycle this process was repeated. In this presentation, based on the outcomes of these three cycles of teaching how to TIG-weld, we will focus on the teaching and learning processes that take shape when the teacher and students orient towards the melt as a critical aspect when teaching and learning how to TIG-weld.

    Expected Outcomes

    Through the detailed analysis of the interaction that take shape in the teaching, we can identify concrete changes in the teacher’s teaching when CAVTA is gradually incorporated into the teacher’s didactic approach. For example, we can see how the teacher, together with the students, through the simultaneous use of different semiotic resources actively works to try to establish a common understanding of what content is to be learned and how it should be learned (cf. Kilbrink & Asplund, 2018). The study’s approach also enables a teaching method where parts of a subject-specific content increasingly is made explicit during the course of the study and validated in the interaction, there and then. More precisely, in our presentation we will show how these processes are something that take shape in relation to the teacher’s and students’ orientation towards the melt, which in the interaction there and then, is made into a temporarily subordinate object of learning. The critical aspects of the melt are then oriented to and verbalised. We believe that our approach can lead to a development where we can find forms for teaching where specific subject content within vocational education - content which is sometimes a bit carelessly discussed in terms of “tacit knowledge”- not only can be communicated and made visible to both teachers and students in interaction here and now, but also made precise. Thus, our findings suggest that our approach is fruitful in order to develop the teaching, and it offers opportunities for methodological innovation.

    References

    Asplund, S-B., & Kilbrink, N. (2018). Learning how (and how not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research 62(1) 1-16. Brante, G., Holmqvist Olander, M., Holmquist, P-O., & Palla, M. (2015). Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning. European Journal of Teacher Education, 38(1) 102-118. Carlgren, I. (Ed.) (2017). Undervisningsutvecklande forskning: exemplet Learning study. Malmö: Gleerups. Duranti, A. (1997). Linguistic anthropology. New York, NY: Cambridge University Press. Kilbrink, N., & Asplund, S. B. (2018). “This angle that we talked about”: learning how to weld in interaction. International journal of technology and design education, 1-18 (doi: 10.1007/s10798-018-9490-z Kilbrink, N., Bjurulf, V., Blomberg, I., Heidkamp, A., & Hollsten, A. C. (2014). Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material. International Journal of Technology and Design Education, 24(3), 241-259. Ko, P. Y. (2018). Beyond labels: what are the salient features of lesson study and learning study? Educational Action Research (doi: 10.1080/09650792.2018.1530126). Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Göteborg: Acta universitatis Gothoburgensis. Marton, F. & Tsui, A.B. (Eds.) (2004). Classroom Discourse and the Space of Learning, Lawrence Erlbaum, Mahwah, N.J. Pang, M. F., & Ling, L. M. (2012). Learning study: Helping teachers to use theory, develop professionality and produce new knowledge to be shared. Instructional Science, 40(3), 589–606. Postholm, M. B. (2018). Teachers’ professional development in school: A review study. Cogent Education, 5(1), 1-22. Rusk, F., Pörn, M., Sahlström, F., & Slotte-Lüttge, A. (2015). Perspectives on using video recordings in conversation analytical studies on learning in interaction. International Journal of Research & Method in Education, 38(1), 39-55. Sidnell, J. & T. Stivers (Eds.) (2013). The Handbook of Conversation Analysis. Oxford, U.K.: Wiley‐Blackwell.

  • 9.
    Axelsson, Jan
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Asplund, Stig-Börje
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Learning study i svetsundervisning: en yrkeslärares professionsutveckling2019Konferansepaper (Fagfellevurdert)
  • 10.
    Baartman, L. K. J.
    et al.
    a Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, the Netherlands.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    de Bruijn, E.
    a Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, the Netherlands.
    VET students’ integration of knowledge engaged with in school-based and workplace-based learning environments in the Netherlands2018Inngår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 31, nr 2, s. 204-217Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on what types of knowledge students learn in these environments and how they integrate these different types of knowledge. Individual and group interviews were conducted with students, teachers and workplace supervisors in a vocational programme in the Netherlands. Results show that students recognise the importance of vocational knowledge learned in school-based learning environments while they are in the workplace and vice versa, and continuously contextualise knowledge to make it applicable for new circumstances. Also, students learn differently at school due to their experiences in the workplace. © 2018 Informa UK Limited, trading as Taylor & Francis Group

  • 11.
    Bellström, Peter
    et al.
    Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, Avdelningen för informatik och projektledning.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Problem-Based Learning in a Programming Context: Planning and Executing A Pilot Survey on Database Access in a Programming Language2009Inngår i: Information Systems Development: Towards a Service Provision Society / [ed] Papadopoulos, G.A, Wojtkowski, G., Wojtkowski, W., Wrycza, S. & Zupancic, J. (eds.), Springer, 2009, s. 867-875Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this chapter we describe a pilot survey on applying problem-based learning (PBL) in an undergraduate programming course. During the course the students have applied PBL as a complement to traditional teaching and learning techniques. The PBL problem in this survey combines both knowledge about programming and knowledge about databases. We argue that to handle programming the students have to learn programming according to the deep approach to learning in order to be able to apply their knowledge in new programming situations and contexts. The result from this pilot survey indicates from both a tutor and a student perspective that PBL could be one method to reach a deeper understanding on how to access databases in a programming language.

  • 12.
    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 Education2011Inngår 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. 231-235Konferansepaper (Annet vitenskapelig)
  • 13.
    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 study2012Inngår i: Technology education in the 21st century / [ed] T. Ginner, J. Hallström & M. Hultén, Linköping University Electronic Press, 2012, s. 89-95Konferansepaper (Fagfellevurdert)
    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.

  • 14.
    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 research2006Konferansepaper (Fagfellevurdert)
  • 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, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    The Importance of Interweaving Theoretical and Practical Tasks in Technology education2008Inngår 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. 27-34Konferansepaper (Fagfellevurdert)
  • 16.
    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 exempel2009Inngår i: Ämnesdidaktiska brobyggen: didaktiska perspektiv inom lärande och forskning, Karlstad: Karlstad University Press , 2009, s. 100-109Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 17. Bjurulf, Veronica
    et al.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Segolsson, Mikael
    Ämnet teknik i grundskolan - med empiriska exempel2005Konferansepaper (Fagfellevurdert)
  • 18.
    Brink, Helen
    et al.
    Karlstads universitet.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Gericke, Niklas
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för biologi. Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Teaching modelling using digital tools in secondary technology education: Teachers’ experiences2019Inngår i: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé and M. de Vries, 2019, s. 95-102Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Models can be used for communicating and for sharing information. In technology education in Swedish compulsory school, pupils have long created models using simple materials to test their designs, such as cardboard and wooden sticks. Models have also been used by teachers to assess pupils’ technology knowledge in particular areas (Elmer & Davies, 2000). We live in a world where technology is highly developed, where digital technology plays an important role and where models are created in digital environments (Kress, 2010). Technology as a school subject undergoes the same development, which can be seen in the technology syllabus (Skolverket, 2011). However, there is a lack of research on technology teachers’ experiences of teaching modelling using digital tools. According to previous research, teachers’ experiences of a phenomenon (Marton & Tsui, 2004) along with their pedagogical and technological knowledge (Mishra & Koehler, 2006) affect how they plan their lessons. The aim of this pilot study is therefore to examine secondary school teachers’ experiences of teaching modelling using digital tools, thereby contributing to understanding this area of technology education. The study takes a phenomenographic approach (Marton & Booth, 1997) and is based on semi-structured interviews with teachers. The interviews are analyzed, focusing on how technology teachers experience teaching modelling using digital tools. Their different experiences are divided into categories. So far, four categories have been identified: a) Modelling using digital tools as inspiration, b) Handling the modelling software as the object of learning, c) Handling 3D printing as the object of learning and d) Modelling for teaching technological content. A tentative result is that teachers have different aims and purposes when teaching modelling using digital tools.

  • 19. Carlsson, Sten
    et al.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Lindh, Jörgen
    Segolsson, Mikael
    Programmerbart konstruktionsmaterial i undervisningen. Delrapport 12002Rapport (Annet vitenskapelig)
  • 20. Carlsson, Sten
    et al.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Lindh, Jörgen
    Segolsson, Mikael
    Programmerbart konstruktionsmaterial i undervisningen. Slutrapport2003Rapport (Fagfellevurdert)
  • 21.
    Enochsson, Ann-Britt
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Andersén, Annelie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Ådefors, Annica
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Teachers’ work with digital technology as boundary objects in vocational education2019Inngår i: NERA 2019 Abstract Book, 2019, s. 440-Konferansepaper (Fagfellevurdert)
  • 22.
    Enochsson, Ann-Britt
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Kilbrink, Nina
    Söderlind, Linda
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Bridging the Gap Between School and Workplaces: Vocational Teachers’ Experiences of Digital Technology as Boundary Objects2017Konferansepaper (Fagfellevurdert)
  • 23.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Användningstester Plattformen2008Rapport (Annet vitenskapelig)
  • 24.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Datorstödd undervisning med legorobotar ' nedslag i den sociala interaktionen i lärandeprocessen om legorobotar2004Konferansepaper (Fagfellevurdert)
  • 25.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Datorstödd undervisning med legorobotar: Elevers erfarenheter2007Inngår i: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 17, nr 4Artikkel i tidsskrift (Fagfellevurdert)
  • 26.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Experiences of theory and practice in technical vocational education2013Inngår i: Transfer, transitions and transformations in technology education and beyond / [ed] L. Baartman & H. Middleton, 2013Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 27.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Hur används datorn som stöd i språkundervisningen? - hinder och möjligheter2001Rapport (Fagfellevurdert)
    Abstract [sv]

    Uppsatsen beskriver olika frågor angående datorstödd språkundervisning. Jag har intervjuat sex språklärare med utgångspunkt från följande fyra övergripande frågeområden frågeområden: användandet av datorstöd i undervisningen, praktiska möjligheter och problem, syn på elevernas inställning och syn på fortbildning. Detta för att få reda på lärarnas attityder till dessa frågor och för att få en inblick i hur användandet av datorstöd ser ut i språkundervisningen idag. Det allra viktigaste när det gäller datorstödd undervisning är att den sker med en kritisk reflektion. Olika författare, liksom respondenterna påpekar att användandet av den nya informationstekniken i undervisningen måste fylla en pedagogisk funktion och inte finnas i undervisningen för teknikens skull. Jag har kommit fram till att det finns en positiv inställning till att använda datorer bland språklärare idag. Alla lärare i min undersökning använder datorer mer eller mindre. Ibland hindras de dock i sitt användande av olika praktiska hinder som till exempel brist på resurser och bra programvara. Skolorna har olika förutsättningar för att ge lärarna möjlighet att utveckla sitt datoranvändande i undervisningen. En del lärare har endast tillgång till datorer vid enstaka tillfällen, medan det finns andra lärare som har ständig tillgång till datorer i undervisningen. Detta gör att det finns en spridning från lärare som endast använder datorn till informationssökning, till lärare som låtit datorn ersätta läroboken.

  • 28.
    Kilbrink, Nina
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap.
    Legorobotar i skolan: Elevers uppfattningar av lärandeobjekt och problemlösningsstrategier2008Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study concerns pupils’ experiences of learning and working with programmable robotics at school. Consequently, the study refers to the use of computers at school and can therefore be placed in the research area of computer aided learning.

    The aim is to analyze and describe pupils’ different experiences of what they learn by means of working with programmable robotics at school and how they experience that they work and solve problems by means of programming and constructing robotics. The first question concerns the experienced object of learning and the second question is about the experienced problem solving strategies.

    The theoretical framework and method is in the area of phenomenology of the life-world and phenomenography. The pupils who have been interviewed in the study have all been working with a programmable Lego material and the result is the qualitatively different categories of pupils’ experiences of objects of learning and problem solving strategies in relation to this material. Many experiences focus on social aspects of this work, which means that the technological material itself is not the evident object of learning in the pupils’ experiences. Also the experiences related to the problem solving strategies often focus on a social dimension.

    The findings should be seen as a contribution to the discussion about understanding pupils’ different ways of experiencing their work and learning in technological surroundings and thereby facilitate the creation of an educational environment where pupils can be met at their level and where teachers can create possibilities for holistic learning. This understanding can contribute to evolve the didactics about computers and technology education.

  • 29.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Legorobotar i undervisningen ' Hur ser pojkar och flickor på sitt arbete?2004Inngår i: Utbilder 1Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 30.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    LISA: ett teknikdidaktiskt forskningsprojekt2011Annet (Annet (populærvitenskap, debatt, mm))
  • 31.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik.
    Lära för framtiden: Transfer i teknisk yrkesutbildning2013Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [sv]

    Den här avhandlingen handlar om transfer i relation till tekniklärande och teknisk yrkesutbildning. Transfer är centralt för all utbildning och att kunna använda och bygga vidare på tidigare kunskaper och erfarenheter i nya situationer är nödvändigt i ett föränderligt samhälle med en snabb teknisk utveckling.

    Syftet med avhandlingen är att studera transfer ur ett erfarenhetsperspektiv. Avhandlingen grundar sig i ett livsvärldsfenomenologiskt perspektiv. Elevers, lärares och handledares erfarenheter av undervisning och lärande är en central utgångspunkt. I tre av avhandlingens delstudier fokuseras berättelser om teknisk gymnasial yrkesutbildning som lärlingsutbildning och i den fjärde delstudien fokuseras hur uppgifter av teoretisk och praktisk karaktär erfars och hanteras i teknikundervisningen i grundskolan. 

    Resultaten visar på behovet av lärande i olika arenor och behovet av ett holistiskt lärande där teori och praktik hanteras integrerat. Eleverna behöver erbjudas en variation av erfarenheter från olika arenor och flera arbetsplatser, där lärare och handledare skapar förutsättningar för reflektion i relation till den praktiska erfarenheten. Något som också starkt betonas är ett fungerande samarbete mellan skola och arbetsplatser i yrkesutbildning.

  • 32.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Materialvetenskap. Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Pupils' Learning in Technical Vocational Education: Theory and Practice2010Annet (Annet (populærvitenskap, debatt, mm))
  • 33.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap, Avdelningen för maskin- och materialteknik.
    Teaching and Learning in Technical Vocational Education2011Annet (Annet vitenskapelig)
  • 34.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Technical Vocational Education: From Dualistic to Pluralistic Thinking2018Inngår i: Handbook of Technology Education / [ed] Marc J. de Vries, Springer, 2018, s. 193-204Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Discussions of technical and vocational education often concern various dichotomies that need to be bridged in learning. In this chapter, the dichotomizations between theory and practice, school and workplaces, and the what and how aspects of learning are addressed, and the chapter reports on and discusses some suggestions in research on bridging or handling such dichotomies in technical vocational education. Often, a holistic view and an integration of dichotomies are advocated. Bridging the gap involves complex processes, but being aware of the processes can be one step in the direction of integration. Another step, as argued in this chapter, is to abandon dualistic thinking and instead embrace pluralism, since research shows that there are often complex contexts involved that are not divisible into two different parts but rather into many different aspects. The complex processes of learning content in different contexts in vocational education constitute the students’ whole education. In order to understand these processes, it may be meaningful to divide phenomena into different units for analytical reasons, in order to understand how the parts integrate into the whole.

  • 35.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Technology Education and Progression: Using the Learning Study Method in a Preschool Class and Compulsory School2014Konferansepaper (Fagfellevurdert)
  • 36. Kilbrink, Nina
    Theory and practice in technical vocational education: Pupils’, teachers’ and supervisors’ experiences2012Inngår i: Technology education in the 21st century / [ed] T. Ginner, J. Hallström & M. Hultén, Linköping: Linköping University Electronic Press, 2012, s. 247-252Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A gap emphasised intechnical vocational education is the theory-practice divide. In relation tolearning in technology and learning a vocation, the concepts of theory andpractice are often mentioned and how to handle them in education is discussedand problematised. This paper is an empirical contribution to the discussionabout theory and practice in technical vocational education. This study takes itspoint of departure from the pluralistic phenomenology of the life world and theresearch questions concern pupils’, teachers’ and supervisors’ experiences oftheory and practice in relation to teaching and learning in technicalvocational education. Pupils’, teachers’ and supervisors’ narratives fromqualitative interviews have been analysed thematically, focusing on the contentconcerning theory and practice. The result indicates there are experiences oftheory and practice concerning a traditional dualistic view, but there are alsoexperiences concerning a more interwoven view.  The concepts can be handled in a moreinterwoven way if the individual has a deeper, more complex understanding ofthem.

  • 37.
    Kilbrink, Nina
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013).
    Transfer of Learning through Integration of Theory and Practice in Technical Vocational Education2013Inngår i: Transfer, Transitions and Transformations of Learning / [ed] H. Middleton, & L. Baartman, Rotterdam: Sense Publishers, 2013, s. 69-84Kapittel i bok, del av antologi (Fagfellevurdert)
  • 38.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Critical aspects of welding: Negotiating an object of learning in vocational school2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The learning process in programme-specific subjects in technical vocational education often involves treating the object of learning in student-teacher interaction. Teaching also often includes handling different tools and materials manually. In this paper, we discuss the process of learning a specific object, namely learning to weld as it emerges in interaction between a teacher and a student in a teaching situation in a technical vocational classroom. The focus is on both the what-aspect and the how-aspect of learning, where variation theory is the analytical framework for the what-aspect of learning, and conversation analysis (CA) is the analytical framework for the how-aspect. By intertwining the two methods/frameworks we can get a deeper understanding of the learning process concerning a specific object of learning. 

  • 39.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Learning to weld in technical vocational education: the first cycle of an action-oriented study2018Inngår i: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] N. Seery, J. Buckley, D. Canty & J. Phelan, 2018, s. 356-362Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Creating efficient learning environments where students learn what they are supposed to learn, as well as understanding the relations between teaching and learning are recurring issues in educational settings. The importance of studying these issues in school practices is highlighted in different studies, but in relation to technical objects of learning in vocational education, there is an evident lack of such studies. By implementing an action-oriented study in iterative cycles, inspired by the Learning Study method, this study aims to redress this lack by focusing on learning processes involved when a vocational teacher and upper secondary students interact with tools and materials in relation to the object of learning to weld. We combine two different perspectives in the project (cf. Asplund & Kilbrink, 2018); variation theory analysis (VTA) (cf. Bjurulf, 2008; Marton & Tsui, 2004) and conversation analysis (CA) (Schegloff, 2007; Sidnell & Stivers, 2014). The study will be conducted as a collaborative project between a vocational teacher and two university based researchers and is funded by The Swedish Institute for Educational Research. During spring 2018 we will conduct the first cycle of the study and at the conference we will present this ongoing project and data from the first cycle. 

  • 40.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013). Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Lärandeprocesser i teknisk gymnasial yrkesutbildning: Kritiska aspekter av att svetsa2017Inngår i: NORDYRK 2017, 2017Konferansepaper (Annet vitenskapelig)
  • 41.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    “This angle that we talked about”: learning how to weld in interaction2018Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, s. 1-18Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The specific focus of this article is how critical aspects of the object of learning to weld are made relevant in interaction between a vocational teacher and a student in the learning processes of welding as part of a Swedish upper-secondary technical vocational education programme. By intertwining variation theory with a conversation analytical approach, our analysis shows that the teaching focus alternates between the process as a whole and details about the welding process, and how the relation between the critical aspects are negotiated in the teaching situations. Furthermore, the teacher and the student together build up a common resource of experiences to which they can relate the parts and the whole, and the teaching becomes increasingly subject specific as the teacher and student build up more common experiences. The approach used in this article sheds light on the complexity of learning to weld, and also facilitates an understanding of welding as an object of learning as such.

  • 42.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Asplund, Stig-Börje
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Three cycles of teaching to weld: Developing vocational teaching on a scientific basis2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper concerns an action oriented study conducted between a welding teacher and two researchers in three iterative cycles. The teaching as well as the research is planned, conducted and analysed based on two theoretical frameworks; the variation theory (VT) and conversation analysis (CA), aiming to examine the relation between teaching and learning in vocational education, with a specific focus on learning to weld in a collaborative study between a vocational teacher and two researchers. The results can contribute to teachers’ professional learning and an improvement of planning and conducting teaching in relation to specific objects of learning in vocational education. This research contributes to both theoretical and educational findings. Furthermore, combining VT and CA approaches in an action oriented study contributes developing concepts for an integrated analysis of both the content and the process of learning.

  • 43.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Using CAVTA (Conversation Analysis and Variation Theory Approach) in a Learning Study on Welding2019Inngår i: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé & M. de Vries, Msida: University of Malta , 2019, s. 269-276Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study is conducted as a collaborative study between two researchers and one vocationalteacher in the Industrial Programme at the upper secondary vocational education in Sweden.The study is conducted in iterative cycles and focuses on actual teaching of a technicalvocational object of learning (to make a TIG-weld) in school. The research project is fundedby the Swedish Institute for Educational Research. The study is based on two theoreticalframeworks; the variation theory (Marton & Tsui, 2004) and conversation analysis (Sidnell, &Stivers, 2013). These theories have been used for planning the teaching as well as foranalysing data from the iterative cycles. Combining these two frameworks is a fairly newapproach, but it has previously been done in a few studies (cf. Asplund & Kilbrink, 2018).However, there are no previous action research studies that we know about where thesetheories are combined in the planning of and teaching a specific object of learning. We usethe abbreviation CAVTA (Conversation Analysis and Variation Theory Approach) for thecombination of these theories as a tool in practice-based school research. Inspired by thelearning study method, this study is conducted in three iterative cycles. However, this study isbased on CAVTA as the theoretical framework, in contrast to previous learning studies. Dataconsists of video recorded lessons and audio recorded conversations between theresearchers and the teacher to follow the process of working with this collaborative method inrelation to a technical vocational object of learning. The results from this study show how theteaching content in relation to the object of learning is made visible in the interaction.Furthermore, the critical aspects are displayed more explicitly in teaching over time, based onanalysing, planning and evaluating teaching with a starting point in CAVTA.

  • 44.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Asghari, Hamid
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Yrkeslärande i interaktion på VVS- och fastighetsprogrammet2019Konferansepaper (Fagfellevurdert)
  • 45.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013). Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för ingenjörsvetenskap och fysik (from 2013), Science, Mathematics and Engineering Education Research (SMEER).
    Asplund, Stig-Börje
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Axelsson, Jan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Teaching to weld: theories in practice in collaborative research2019Konferansepaper (Fagfellevurdert)
  • 46.
    Kilbrink, Nina
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Baartman, Liesbeth
    Utrecht University.
    Students’ learning processes in vocational education in school and workplaces2014Inngår i: The 7th EARLI SIG 14: Transformations in Knowledgeand Professional Learning, 2014Konferansepaper (Fagfellevurdert)
  • 47.
    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 teknikundervisningen2009Inngår i: Cetis ,Norrköping, nr 1, s. 1-5Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 48.
    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 school2013Inngår i: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804, Vol. 23, nr 3, s. 519-535Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 49.
    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 programmes2018Inngår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 70, nr 3, s. 455-475Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 50.
    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) (Annet vitenskapelig)
    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.

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