Zobrazeno 1 - 10
of 52
pro vyhledávání: '"Jonas Hallström"'
Autor:
Karin Stolpe, Jonas Hallström
Publikováno v:
Computers and Education Open, Vol 6, Iss , Pp 100159- (2024)
The interest in artificial intelligence (AI) in education has erupted during the last few years, primarily due to technological advances in AI. It is therefore argued that students should learn about AI, although it is debated exactly how it should b
Externí odkaz:
https://doaj.org/article/133406caf7784cd881cca35eced50df0
Publikováno v:
International Journal of STEM Education, Vol 10, Iss 1, Pp 1-16 (2023)
Abstract Background The literature asserts that science, technology, engineering, and mathematics (STEM) education needs to be authentic. Although models and modelling provide a basis from which to increase authenticity by bridging the STEM disciplin
Externí odkaz:
https://doaj.org/article/b9d1ecc812b74c77a67015585dbbe433
Autor:
Jan-Olof Drangert, Jonas Hallström
Publikováno v:
City and Environment Interactions, Vol 20, Iss , Pp 100113- (2023)
Societies have always been occupied with securing food supply and ensure environmental and human health. Scientific knowledge and technical level have, together with habitat and management patterns, shaped sanitation arrangements and recycling of res
Externí odkaz:
https://doaj.org/article/f2d8b9f5428945b8badc7dc495575dd2
Autor:
Jonas Hallström, Piet Ankiewicz
Publikováno v:
Frontiers in Education, Vol 8 (2023)
STEM—science, technology, engineering, and mathematics—has become important as an educational construct and phenomenon in recent years. However, it is only just recently that STEM education has begun to be examined from a philosophical point of v
Externí odkaz:
https://doaj.org/article/3456df861e114bba8bfff6cccff044af
Autor:
Johanna Frejd, Jonas Hallström
Publikováno v:
Högre Utbildning, Vol 12, Iss 3 (2022)
Lärarutbildningar har ett dubbelt uppdrag. Dels ska studenterna få kunskaper i att undervisa ett specifikt ämnesinnehåll, dels ska studenterna få exempel på hur ämnesinnehållet kan undervisas om i skolan. Detta uppdrag är särskilt viktigt o
Externí odkaz:
https://doaj.org/article/41576cdbf4f044e888a8a1462209af30
Autor:
Jonas Hallström, Konrad J. Schönborn
Publikováno v:
International Journal of STEM Education, Vol 6, Iss 1, Pp 1-10 (2019)
Abstract This commentary expands the notion that models and modelling can be used as a basis to foster an integrated and authentic STEM education and STEM literacy. The aim is to synthesize key publications that document relationships between authent
Externí odkaz:
https://doaj.org/article/78049d6836fe4f2a941855fb9c3400e5
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 14, Iss 4 (2018)
The subject matter of technological systems is central in compulsory school technology education in Sweden. However, technology teachers would need more support in their endeavors to interpret the curriculum as both educational and philosophical rese
Externí odkaz:
https://doaj.org/article/c7f8c5f7b58947778369af8e5e74113d
Publikováno v:
Nordina: Nordic Studies in Science Education, Vol 14, Iss 1 (2018)
In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal te
Externí odkaz:
https://doaj.org/article/210e41b9fbb040c78a352a2bbd66f96c
Reflections on Technology for Educational Practitioners analyzes the use of philosophy of technology in technology education and unpacks the concept of ‘reflective practitioners'(Donald Schön) in the field. Philosophy of technology develops ideas
Publikováno v:
Research in Science & Technological Education. :1-21
Background The subject of technology looks different depending on context. There is also an epistemological complexity to technological knowledge in technology education. Purpose To gain a deeper understanding of the epistemological foundations of th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::74828b0b27a7b46b93ef1b27d90f88ef
https://doi.org/10.1080/02635143.2022.2070150
https://doi.org/10.1080/02635143.2022.2070150